Larry Cuban - How scholars trumped teachers: change without reform in university curriculum, teaching, and research, 1890-1990
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How scholars trumped teachers: change without reform in university curriculum, teaching, and research, 1890-1990
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Examining a century of university history, Larry Cuban tackles the age-old question: What is more important, teaching or research? Using two departments (history and medicine) at Stanford University as a case study, Cuban shows how universities have organizationally and politically subordinated teaching to research for over one hundred years. He explains how university reforms, decade after decade, not only failed to dislodge the primacy of research but actually served to strengthen it. He examines the academic work of research and teaching to determine how each has influenced university structures and processes, including curricular reform. Can the dilemma of scholars vs. teachers ever be fully reconciled? This fascinating historical journey is a must read for all university administrators, faculty, researchers, and anyone concerned with educational reform.
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How Scholars Trumped Teachers : Change Without Reform in University Curriculum, Teaching, and Research, 1890-1990
author
:
Cuban, Larry.
publisher
:
Teachers College Press
isbn10 | asin
:
0807738646
print isbn13
:
9780807738641
ebook isbn13
:
9780585265513
language
:
English
subject
Stanford University--Curricula--History, Universities and colleges--United States--Curricula--History--Case studies, Curriculum change--United States--History--Case studies, College teaching--United States--History--Case studies.
publication date
:
1999
lcc
:
LD3013.C83 1999eb
ddc
:
378.1/99/0979473
subject
:
Stanford University--Curricula--History, Universities and colleges--United States--Curricula--History--Case studies, Curriculum change--United States--History--Case studies, College teaching--United States--History--Case studies.
Page iii
How Scholars Trumped Teachers
Change without Reform in University Curriculum, Teaching, and Research, 18901990
Larry Cuban
Page iv
For David Tyack Outstanding scholar, gifted teacher, and dear friend
Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027
Copyright 1999 by Teachers College, Columbia University
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher.
Library of Congress Cataloging-in-Publication Data Cuban, Larry. How scholars trumped teachers: constancy and change in university curriculum, teaching, and research, 18901990 / Larry Cuban. p. cm. Includes bibliographical references (p. ) and index. ISBN 0-8077-3865-4 (cloth : alk. paper) ISBN 0-8077-3864-6 (paper : alk. paper) 1. Stanford UniversityCurriculaHistory. 2. Universities and collegesUnited StatesCurriculaHistoryCase studies. 3. Curriculum changeUnited StatesHistoryCase studies. 4. College teachingUnited StatesHistoryCase studies. I. Title. LD3013.C83 1999 378.1'99'0979473dc21 98-56523
ISBN 0-8077-3864-6 (paper) ISBN 0-8077-3865-4 (cloth)
Printed on acid-free paper
Manufactured in the United States of America
06 05 04 03 02 01 00 99 8 7 6 5 4 3 2 1
Page v
Contents
Acknowledgments
vii
Introduction
1
Chapter 1 How the Invention of the University-College Led to a Century of Dilemmas and a Tradition of Reform at Stanford
13
Chapter 2 How Universities Tame Reform to Preserve the Research Imperative: Or Why There is Change without Reform
61
Chapter 3 Scholar-Teachers in the Stanford History Department, 18911990
91
Chapter 4 A Sturdy Way of Preparing Physicians: The School of Medicine, 19081990
133
Chapter 5 How Research Trumped Teaching in History and Medicine
165
Chapter 6 Scholars or Teachers: How Much Change is Possible?
191
Notes
207
References
251
Index
265
About the Author
280
Page vii
Acknowledgments
For well over a quarter-century, my experiences in public schools as a teacher and administrator served as the wellspring for my writing. Invariably, I became intriguedas I lived the experiencesby questions that eluded easy answers and institutional tensions that seldom eased. What I have written for practitioners, policymakers, scholars, and the general public, then and now, has tried to answer these questions and simultaneously reframe institutional conflicts. My writing has drawn upon my daily experiences in schools and offices and been enriched by the work of other educational researchers. So it is now for universities.
I became a university professor in 1981 and entered a very different world than I experienced as a superintendent or high school teacher. How Scholars Trumped Teachers has grown directly from almost 2 decades of experiences as a professor through teaching, advising students, researching, and writing. As with my public school experience, over the last decade troubling questions began to form in my mind about why faculty and administrators did what they did and the institutional conflicts that I saw. I began to read deeply and widely about the history of American universities and their growth over the last century. I created a course on curricular and instructional reforms in higher education and examined with students the history of efforts to make major changes. As before, I have tried to merge my experience-produced knowledge with that of research-produced knowledge to offer a university practitioner's perspective on unasked questions and enduring dilemmas.
During my intellectual journey to understand both the wonder and the tensions within universities, I have become deeply indebted to many colleagues, students, and friends who have taken time out of their complicated lives to read drafts and offer suggestions.
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