Posts Tagged ‘Teaching’

Share

The greatest American victory of the post-1945 era was the victory of American universities. Before the Second World War American universities were mediocre in comparison to their international peers. Take two representative fields of research – atomic physics and political theory. For scholars and students of these fields in the 1930s, universities in Germany, England, France, and other countries had more to offer than their American counterparts. By the 1950s, however, almost no one in these fields would say the same. The United States became a dominant site for research and teaching in physics, political theory, and almost every other field.

The Second World War rocketed American universities ahead of all peers for two simple reasons. First, the immolation of Europe and Asia forced many of the best minds on these continents to flee to the United States. America offered one of the few sites of partial refuge from the storms of hatred, violence, and deprivation. Second, thanks to the war economy, and its postwar reverberations, the United States had more money – much more – to invest in higher education than anyone else. For the fifty years after the Pearl Harbor attack, Americans devoted more capital – public and private – to their universities than their counterparts in any other country. The global knowledge investment gap exceeded even the military investment gap.

After the Second World War American universities became wealthier, larger, and more numerous than anyone could have imagined before. They easily attracted the best faculty and student talent from around the world. They produced more research, graduated more students, and added more value to their society than their foreign peers because they had more of everything. American universities were not most effecient or most strategic; they were, simply, the most capitalized.

In the last decade things have changed drastically. American universities remain wealthy institutions with growing demand for their research and teaching. They remain the respected sources of accreditation for talent and achievement. That said, they no longer are immune to the slowdown in American economic growth. Regardless of how the United States emerges from the recent recession – the most profound economic decline since the Depression – public and private investments in universities will never return to their post-1945 levels. The United States will not have available resources for that previous level of investment, or anything near it, for the foreseeable future.

University leaders, professors, students, and parents need to stop denying this obvious fact. They need to spend less time focusing on short-term efforts to close budget shortfalls that will not go away, and turn their attention to major structural reforms that preserve quality and value in vastly different economic circumstances. To put it another way, universities need to make the hard choices they could avoid in the recent past, when the economics of growth meant they could try to do everything.

Other parts of American society have adjusted – or tried to adjust – in recent years. Those that continued to rely on growth and avoid reforms failed miserably. The American automotive industry is a case in point. Inefficiencies, excess, uneven quality, and poor management allowed once tiny foreign competitors to eat Detroit’s lunch. Why should American universities be immune from the same dynamic? The Economist Magazine asks this jarring question in its September 4 issue: “Will American universities go the way of its car companies?”

There are no easy answers to what American universities should do next, but everyone should agree that they cannot continue to do more of the same. Here are 3 areas of much-needed reform, areas where universities have stubbornly clung to old models despite all the changes around them. Universities should preserve inherited wisdom, but they must think more creatively about adaptation and adjustment…or they will join the Detroit junk heaps:

1. Teaching: Enter a college lecture hall or seminar room today. With the addition of a little new technology, these spaces look as they did 25 years ago. (In many cases, they are exactly the same places, without much renovation, from 25 years ago!) The fundamental assumption remains that education revolves around a given group of students arriving in the same place at the same time to learn from a professor at the front of the room. Is that really the best model for education today? Aren’t there alternatives that might improve quality, access, and reduce cost? Shouldn’t universities do more to experiment with alternatives?

2. Specialization: Anyone who has spent even a little time at an American university knows that scholars do not talk very much to one another about their research. When scholars on the same campus confer, it is usually about administrative matters, discussed in endless committee meetings designed to make everyone feel special. Each professor is the master of his or her own defined specialization. Departments organize curricula around specializations, guarding their own disciplinary prerogatives. For all the talk of interdisciplinarity, the incentives of the American university are in separation, specialization, and uniqueness. Shouldn’t universities do more to emphasize substantive collaboration in research and teaching? Shouldn’t they re-think the structures of authority and the appropriate roles for departments? Shouldn’t universities contemplate new organizational models for research, teaching, and administration?

3. Public mission: American universities generally rely on a very self-centered justification for their mission. They claim they are great and that, by virtue of their greatness, they make everyone who comes through – student and researcher – great as well. Despite all the economic difficulties of recent years, university leaders ask governments, tuition payers, and donors to give ever greater amounts of money to support this asserted greatness. I find this pathetic. Universities need to define and serve a public mission that is much more tangible. In a time when so many Americans are contemplating the things they must now give up, universities must offer a better defense for their value. They need to jettison the empty rhetoric about unfettered inquiry (an unpersuasive myth), and articulate clear ways in which universities will work to improve the world around them. Citizens, faculty, students, and governments must then hold universities accountable to these claims. In a world of constrained resources, there will be no sacred cows. Academics better get used to that.

The future of American universities, like the future of all legacy institutions, is quite uncertain. Universities have been a very privileged part of America’s recent history, and it is plainful for them to adjust to a more demanding environment. After the Second World War prosperity made American universities great, and they furthered that prosperity. Now, in less prosperous times, the challenge is to be better, not bigger. The future of American universities will turn on how well they adjust, experiment, and reform. Victory will not come from following the tried and true tactics.

This blog post initially appeared on http://globalbrief.ca

Share

UW History Professor Takes Students on a Cold War Ride

By Bill Glauber
Milwaukee Journal Sentinel

http://www.jsonline.com/news/wisconsin/90547059.html

April 11, 2010
Page B1

Madison — It’s 8 a.m. and historian Jeremi Suri is working the room.

He’s on a 75-minute tear, taking students just back from spring break on an intellectual journey, “Cold War Society and Culture.”

He might as well subtitle the lecture: Your Grandparents’ World.

The trip is riveting, from China to the Soviet Union to Wisconsin, from Mao to Stalin to Joseph McCarthy. It’s a stem-winder of a lecture delivered by a rising academic star, the E. Gordon Fox Professor of History who writes, teaches and focuses on America’s place in the world. He used pluck and scholarship to land a series of off-the-cuff discussions with the subject of his first big biography, Henry Kissinger.

Suri is into it now, and so are the students. You can hear the furious clicking of computer keyboards and see the students sit up straight in hard wooden chairs.

And then, Suri brings the journey full circle, right into the bare-bones lecture hall.

On a large white screen, he projects a 19th-century photo of the University of Wisconsin – three buildings surrounded by farmland.

And then, he puts up another photo of the university in the present day, a rich assortment of buildings that sprawl for as far as the eye can see, the growth fueled during a post-World War II boom of enrollment, scholarship and federal funding.

He calls it the “Cold War University.” From Harvard to Stanford to other major colleges, Suri says that the American university system was long ago placed on a Cold War footing to advance American causes through scholarship and leadership, especially during a perilous time when the U.S. faced off against the Soviet Union.

The Soviet Union is gone, but the Cold War University remains.

“We are all part of a Cold War apparatus,” he says. “This is not an academic story. It is a personal story. It is all a part of our lives.”

Connecting with students
Suri is the historian who wants to make history. He’s not merely content to write books, he wants to serve up provocative ideas, challenge students and help create the leaders of tomorrow.

Most of all, he brings the past to the present, ties it together in a way that is understandable even to students not majoring in history.

“Students have a hunger for narrative,” Suri says. “They don’t want sound bites. They want someone to tell them an extended story. That is what history is. You’re telling meaningful stories.”

At 37, Suri has already told his share of great stories. And he also has lived a great American story.

Suri’s father is an émigré from India and his mother is Jewish. Suri identifies himself as a “Hin-Jew,” part Hindu, part Jewish.

His accent and his attitude are pure New York: energetic and a little brash.

Raised on Roosevelt Island in New York, Suri’s love of history was fired at Stanford University, where he studied under Pulitzer Prize-winning historian David M. Kennedy. History is often a springboard to law school, which was Suri’s original goal. But he was hooked on the possibility of following in Kennedy’s footsteps.

“I looked at his life. I said, ‘Wow, this is the kind of life I’d like to have,’” Suri says. “You get to be a professor around interesting people doing research on interesting stuff. You get to do some informal policy advising but you’re not a politician.”

Suri’s rise has been fast, earning a master’s degree at Ohio University, a doctorate at Yale and coming to Madison as a professor in 2001.

His wife, Alison Alter, is the associate director of the Center for World Affairs and Global Economy at UW-Madison. They have two children, Natalie, 7, and Zachary, 5.

Besides teaching, he directs two centers that aim to bring together scholars and policy-makers, the European Center of Excellence and the Grand Strategy Program.

“History is old, the individuals who teach it are not,” says Paul M. DeLuca Jr., UW-Madison provost. DeLuca says Suri is one of those individuals “who take a campuswide perspective. They look to do scholarship that cuts across areas.”

Suri is a big thinker about a lot of things. He uses a blog to spread his opinions on subjects as varied as creating an ROTC-type program for the U.S. State Department to cultivating the creative leaders for a new century.

By referring to UW-Madison and other major campuses as Cold War universities, Suri focuses on research money that comes from federal grants “designed to produce things that will make the country stronger internationally. The university is seen as an extension of that enterprise.”

In previous decades, that meant creating area studies focused on the world’s potential hot spots, such as Russia and South Asia, creating language programs, and cultivating student and faculty overseas exchanges.

Eye toward the future
Suri says a post-Cold War university “should rethink the way we organize knowledge and money.”

“Why is it we have scientists on one side of campus and social scientists on the other?” he says.

He says universities “need to train young people to be more independent, take more initiative, to be free and nimble thinkers, less professionalized, less on particular tracks.”

“We don’t need to measure how many engineers we create relative to the Soviets in the way we did during the Cold War,” he says. “We should be measuring how many innovative creative thinkers we’re creating and sending them off to do their own thing.”

Suri’s focus is America’s place in the world. The book “Power and Protest: Global Revolution and the Rise of Detente,” put Suri on the map and marked him as a serious thinker about superpower diplomacy during the 1960s, a decade of tumult and change.

He followed that work with a provocative look at one of history’s most controversial diplomats in a book called, “Henry Kissinger and the American Century.”

Suri analyzed Kissinger’s career, trying to strike a middle ground between those who view Kissinger as a diplomatic hero, and those who view him as a villain. Born in 1972, Suri was able to achieve some distance from Kissinger’s diplomacy in places that ranged from Vietnam and Chile to the Soviet Union and China.

But he also had a pipeline straight to the source. Kissinger talked with Suri periodically during the project.

“It’s a strange story, a Woody Allen story,” Suri says about his initial contact with Kissinger. The former U.S. secretary of state reached out to Suri when he heard the historian was embarking on the project.

“He does this sometimes,” Suri says. “He is acutely sensitive about his reputation. We had this very uncomfortable meeting for an hour and a half in his office on Park Avenue in New York.”

A surprise meeting
After the meeting, Suri figured it would be one and done, that there would be no further contact with Kissinger.

But in the summer of 2004, the two met again. Suri was doing research in the Jewish archives in Kissinger’s hometown of Fürth in Germany. It turned out that Kissinger also was in town, visiting with the mayor. The two met again in front of Kissinger’s boyhood home.

“He never thought I understood him, but I think I won his respect,” Suri says. “I was there, speaking German. I was there, doing research. To him, this symbolized the serious work in the Germanic tradition. It didn’t symbolize what he calls journalism. He thinks journalists are out to find embarrassing things.”

Over several years, they had around six meetings, Suri says. After the book was published, the two men appeared on the same New York stage to discuss the work.

Next up for the scholar is a book called “A Nation Building People.” The book will detail America’s role in nation building, not just in places such as Germany, Japan, Iraq and Afghanistan, but at home, in the original founding of this country.

He says the manuscript is due to his publisher at the end of this year.

A lot of writing remains for this young historian on the rise.

Featured Book
Liberty's Surest Guardian

Liberty's Surest Guardian: American Nation-building from the Founders to Obama (Free Press/Simon & Schuster, Fall 2011)

Americans are a nation-building people, and in Liberty’s Surest Guardian, Jeremi Suri looks to America’s history to see both what it has to offer to failed states around the world and what it should avoid.

More at the book website >

About Jeremi Suri
twitter facebook rss feed

Jeremi Suri is the Mack Brown Distinguished Professor for Global Leadership, History, and Public Policy at the University of Texas at Austin. He is the author of five books on contemporary politics and foreign policy. In September 2011 he will publish a new book on the past and future of nation-building: Liberty's Surest Guardian: American Nation-Building from the Founders to Obama. Professor Suri's research and teaching have received numerous prizes. In 2007 Smithsonian Magazine named him one of America's "Top Young Innovators" in the Arts and Sciences. His writings appear widely in blogs and print media. Professor Suri is also a frequent public lecturer and guest on radio and television programs.

Categories