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A: Let’s take those three goals one at a time. I was an undergraduate over 50 years ago. Back then, institutional quality was defined in terms of inputs to the educational process. The SAT scores of entering students, for example, and the qualifications of faculty, along with physical facilities such as the number of books in the library. SAT scores were important because student aptitudes (let’s say their intellectual capabilities) were assumed to be fixed, at least by the time they entered college. A first-year student would be good at math, or not, depending solely on those aptitudes. For many (but not all) faculty, educating students was a matter of providing content. Learning was the responsibility of the student, not the faculty member or institution.

United statesElaine maimonStephenc ehrmannUniversity of central oklahomaGeorge washington universityUniversity system of marylandKirwan centerGovernors state universityAcademic innovationUniversity systemPursuing qualityField guideImproving higher educationGovernors statePublic institutionsஒன்றுபட்டது மாநிலங்களில்