Public concerns about the costs of higher education are mounting and generating calls for greater transparency and evidence of value. Claims that college students are not learning bolster that critique. Cheaper online alternatives provide powerful competition. Governments at all levels provide less support for students and universities. Students and parents may think of university education only in terms of its immediate provision of job skills. And those marketable accomplishments are being de-linked from the university degree, as certificates and badges vie to replace the broader (and more expensive) credential provided by a bachelor’s degree.
This half-day symposium will consider the extent to which high-quality teaching, especially in-person teaching at a place like SMU, answers those critiques. What should we be teaching our students? How should we teach them? And how do we demonstrate the results of what we do?