Word: teaching
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...Imagine teaching, in one semester, an English class to someone who doesn’t know the language,” says Jacobsen. “So how to teach a self-contained [science] Core class that goes into enough depth to make it interesting...
...students are our basic reason for being in business at all. We who teach at Harvard have the privilege of a captive audience of eager, bright and intellectually engaged customers, and while we shouldn’t pander to their every fleeting taste, we do have a responsibility to give them a menu that is varied, nourishing and delicious. Our faculty egos can handle a little squeezing and sniffing, if that is the cost of just a little bit of the competition which in every other marketplace is held to improve quality. If we leave our customers with the deep...
...being so much larger than Moral Reasoning 40: “Confucian Humanism”? The right response to the size of Justice is not to be embarrassed, but to be proud, and to hire more Sandels and to provide some incentives for others to be as good at teaching and as appealing in their choice of subject matter. Strangely, the curriculum is determined almost entirely by what faculty feel comfortable teaching rather than by what students want to learn. It is very hard to force Harvard faculty out of their comfort zone, even to teach introductory or survey courses...
...determine what product is sold, or where selling a lot of product is viewed as a negative. If professors were retail stores, many of us would have gone out of business long ago. But we are almost invulnerable to negative consequences of small enrollments, and are even encouraged to teach small courses rather than large ones...
...unfettered free market. We need requirements in order to meet our educational goals. We do not want competition between courses based on price, or on grading, or on workload. And some courses, Akkadian 153: “Old Akkadian” for example, we want to teach because we are agents of cultural preservation, not because they will ever interest many students...