Word: bressler
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...Forman (H) 17:24; 6. Strauss (Y) 17:42; 7. Zollo (P) 17:52; 8. Briody (P) 18:17; 9. Linsley (H) 18:19; 10. Ginder (P) 18:27; 11. McClarnand (P) 18:36; 12. Taylor (H) 18:48; 13. Amble (H) 18:50; 14. Bressler (P) 18:54; 15. Voit (H) 18:55; 16. Warren (H) 18:59; 17. Goldburg (P) 18:59; 18. Diaz (H) 19:02; 19. Stowe (Y) 19:13; 20. Clabby (H) 19:21; 21. Frasca (Y) 19:28; 22. Saada (P) 19:28; 23. Quackenbos (P) 19:34; 24. Jacobson...
...biggest problem that these types of reports run into, Rudenstine says, is that they promise more than they can deliver. "It's not clear that many things can be shifted in undergraduate education," Rudenstine says about the lack of great change coming out of the Bressler report. "I don't think you can turn something upside down. If you have a lot of dollars or if you are currently doing a lousy job then there may be something to recommend" Otherwise nothing may come of the report...
...Given the constraints, nothing dramatic happened from the report," Bressler says. "Nothing big came out of it, and from that standpoint it was a failure. The report's most salutary effect was that it created a dialogue on the purposes and adequacies of the college...
...faculty level that the principle lesson of the Yale and Princeton reports can be learned. Although Bressler himself was possibly the worst victim of faculty reaction against his first report, he cautions against bending a committee towards what the faculty may favor. "I don't think you ought to pre-judge" what the sentiment of the faculty is, he says...
Rudenstine, after his work with the Bressler committee, says that other committees like it need both nut-and-bolts and broad recommendations. Without a wide focus, he says, the committees become just inventory-takers, which isn't enough. Their role should be one of planning and providing for changes that would otherwise be implemented on a slower, more haphazard basis, he says...