Curriculum as Potpourri Recent Reform Efforts

Every institution needs a focus; no institution can prosper if it neglects its core business. Industry has lately recognized this, and the benefits have been dramatic: well-designed products, on-time delivery, zero defects, a motivated workforce, satisfied customers, economic competitiveness, and financial benefits for employees, shareholders, communities, and society at large. A university is not a business; not a factory or a mint, as John Henry Newman once wrote, "but an alma mater, knowing her children one by one."' But the need for focus, for concentration on the core activity-whether manufacturing refrigerators, curing disease, or nurturing children-is the same, whatever the institution. Distraction of attention reduces effectiveness, and dilution of effort, sooner or later, produces dedine. What, then, is the core business of the modern research university that is engaged in multiple tasks-the education of undergraduates, the training of graduate and professional students, the pursuit of original scholarship and research , and senrice to communities, government, business, and society at large? I believe the university's core business is learning, and the most basic part of that learning is the education of undergraduates. But to make that un-ambiguous statement at a faculty meeting is to be aware of a growing restless-ness-a subtle unease, an exchange of knowing glances, a preparation for dissent. It is not outright disagreement, but respectful (mostly) qualification, carefully phrased alternative wordings. And those qualifications 1 understand and respect. But I am unmoved: the core business of the university, while other tasks and needs are important and require emphasis, is learning, and the most fundamental aspect of that learning is the education of undergraduates. Universities were invented because of the need for students to be taught. 85 search centers perhaps, but not universities. Undergraduate education occu-' P pies more time, involves more people, consumes more resources, requires more facilities, and generates more revenue than any other activity. Almost everything else universities do depends on it. Other vital functions-graduate education and research, for example-are supported, in part, by it. Undergraduate education also has a huge impact upon society. It supplies the future generation3 of research specialists and professionals, and it replenishes the supply of teachers. It is in undergraduate teaching that many of the best aspects of our culture are trans&ed. It is here we educate the nation's voters and leaders who will determine the future well-being of society in general and of the universities in particular. Here many of …