000			05758cam a2200421Ii 4500
001			on1089195496
003			OCoLC
005			20240726105120.0
008			190305s2019 onc ob 001 0 eng d
040			_aNT _beng _erda _epn _cNT _dNT _dEBLCP _dYDX _dJSTOR
020			_a9781487531126 _q((electronic)l(electronic)ctronic)
050	0	4	_aLB2322 _b.C687 2019
049			_aMAIN
100	1		_aGooch, Paul W., _e1
245	1	0	_aCourse correction : _ba map for the distracted university / _cPaul W. Gooch.
260			_aToronto : _bUniversity of Toronto Press, _c(c)2019.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
490	1		_aUTP insights
504			_a2
520	0		_a"Course Correction engages in deliberation about what the twenty-first-century university needs to do in order to re-find its focus as a protected place for unfettered commitment to knowledge, not just as a space for creating employment or economic prosperity. The university's business, Paul W. Gooch writes, is to generate and critique knowledge claims, and to transmit and certify the acquisition of knowledge. In order to achieve this, a university must have a reputation for integrity and trustworthiness, and this, in turn, requires a diligent and respectful level of autonomy from state, religion, and other powerful influences. It also requires embracing the challenges of academic freedom and the effective governance of an academic community. Course Correction raises three important questions about the twenty-first-century university. In discussing the dominant attention to student experience, the book asks, "Is it now all about students?" Secondly, in questioning "What knowledge should undergraduates gain?" it provides a critique of undergraduate experience, advocating a Socratic approach to education as interrogative conversation. Finally, by asking "What and where are well-placed universities?" the book makes the case against placeless education offered in the digital world, in favour of education that takes account of its place in time and space."-- _cProvided by publisher.
505	0	0	_aCover; Contents; Preface; Introduction; Part I: Five Assertions; 1 It's All about Knowledge, Period; It's about Knowledge; The Knowledge Functions of the University; A Distinguishing Knowledge Function?; Is It Really Just about Knowledge?; 2 Reputation Requires Integrity; Public Perception: Reputation; Public Confidence: Trust; Integrity and Public Trust; 3 Autonomy Is Precarious but Necessary; Ivory and Glass, Tower and Mall; Engagement; Employability; University Autonomy; Formal and Practical Autonomy; Government and Universities; Autonomy in Canada; Government Interests and Influence
505	0	0	_aGovernment Interests and Influence: OntarioGovernment Interests and Influence: The United Kingdom; The University and Its Donors; The Challenges of Defending Autonomy; Responsibility for Defending University Autonomy; 4 Academic Freedom Is Necessary and Messy; Fundamental Freedoms; Academic Freedom; Grounding Academic Freedom; Determining Limits to Academic Freedom; Academic Freedom and Tenure; The Scope of Academic Freedom; Who Has Academic Freedom?; What's Protected by Academic Freedom?; The Responsibilities and Irresponsibilities of Academic Freedom; Can Academic Freedom Be Defined?
505	0	0	_aAcademic Freedom and Freedom of Speech: Disrespect, Dissent, DisruptionAcademic Freedom and the Freedoms of Conscience and Religion; 5 Decision Making Is Complicated: Boards, Colleagues, Presidents, Peers; Academic Administration; The Authority of Peers; Peers as Those Who Share in the Academic Form of Life; Peer Assessment; The Character of University Administration; Governance Structures; Council and Senate as Collegial Governance; The Responsibilities of the Board; Transparency and Accountability; How Accountable Are Universities?; A Concluding Comment: The President and the Board Chair
505	0	0	_aPart II: Three Questions6 Is It Now All about Students?; Teaching Matters; Serving Students; What's Good for Students Is Good for the University; What's Good Is Not Unqualifiedly So; Unavailed Benefits; Inappropriate Expectations; Students Are Really Students; Obligations and Entitlements; The Social Burden of the University; In loco cuiuscumque?; Responsibility Diffused; Diluted Mandate?; Order, Discipline, and Autonomy; Conclusion; 7 What Knowledge Should Undergraduates Gain?; Skills?; Critical Thinking?; Liberal Education?; Liberal Education as Socratic Education
505	0	0	_aThe Freedoms and Responsibilities of a University EducationSeven Epistemic Convictions: Knowledge about Successful Knowing; Convictions One and Two; Conviction Three; Conviction Four; Conviction Five; Conviction Six; Conviction Seven; Epistemic Attitudes for Successful Knowing; Epistemic Humility; The Courage to Persist; Respect for Truth; Openness to Past Wisdom; Comfort with Ambiguity and Judgment; Character and Socratic Education; Professional Education and Socratic Education; How Is Socratic Knowledge to Be Realized in the Undergraduate Experience?; Education Is Interrogative Conversation
530			_a2 _ub
650		0	_aEducation, Higher _xAims and objectives.
650		0	_aEducation, Higher _xPhilosophy.
655		1	_aElectronic Books.
856	4	0	_uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=2040591&site=eds-live&custid=s3260518 _zClick to access digital title | log in using your CIU ID number and my.ciu.edu password
942			_cOB _D _eEB _hLB. _m2019 _QOL _R _x _8NFIC _2LOC
994			_a92 _bNT
999			_c89580 _d89580
902			_a1 _bCynthia Snell _c1 _dCynthia Snell