Liberal Arts Education for a Global Society by Carol M

Liberal Arts Education for a Global Society by Carol M. Barker

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1 n the last third of the twentieth century, the to strengthen the liberal arts to better serve stu- United States produced a new model of higher dents in the new century. Ieducation, one that was more dyn-amic, inclu- sive and productive than ever before. Scholars have Participants at the Carnegie meeting were asked to advanced specialized knowledge on all fronts while consider a fundamental question: is it even possible such innovations as community colleges, standard- to conceive a coherent framework for what educat- ized testing, affirmative action, and financial aid ed people should know and be able to do in a have made higher education accessible to most world in which knowledge doubles every seven who seek it. years? How do you create teaching methods and materials responsive enough to adapt to the infor- These developments have taken place against a mation explosion of today and tomorrow and to widely held expectation that the goal of an under- meet the ever-increasing need to understand, even graduate liberal arts education is to provide stu- master, the new technologies that now affect dents with knowledge, values and skills that will almost every aspect of our lives? prepare them for active and effective participation in society. Drawing on this prototype, undergrad- Meeting participants wrestled with other key uate colleges in the U.S. have sought, with varying issues, including how to meet the needs and chal- degrees of commitment and success, to endow stu- lenge the minds of today’s undergraduate student dents with the capacity to learn, to reason, and to body—diverse not only in age, national origin, communicate with proficiency. This ideal of liberal socioeconomic status and cultural background, but arts education, tracing its history to ancient also in their preparation for higher education and Greece, historically responded to the challenge of in their aims in seeking advanced study. Is the creating a self-governing nation from many peoples mission of advancing knowledge through research living on a vast continent that cradled a vital, and scholarship compatible with the goal of active- multi-leveled and ever-changing civilization. ly engaging students in learning that prepares them for real life and real work? But is that challenge being met successfully today? At a November 10, 1999 meeting of educators Fortunately, the need to act and the opportunity to convened by Carnegie Corporation of New York to act creatively are converging today. Believing that consider the state of American liberal arts educa- the central teaching and learning mission of higher tion the answer in most cases, was no. But meet- education must and can be strengthened, Carnegie ing participants did identify a number of questions Corporation is presenting its first “Challenge that can spark further national discussion of how 2000” paper to launch a conversation on this sub-

2 ject. This essay shares the themes and directions from introductory to more advanced study through proposed at the November 10 meeting in order to electives and a major in the discipline of their broaden that discussion. choice.

The Context for Change1. The first Amer- Following World War I, as the nation withdrew ican colleges, before and after the revolution, drew from the world and sought to restore order at on ancient and medieval sources and the tradition home, educators turned their attention again to the of Oxford and Cambridge to offer a substantially civic and social purposes of education. Some pro- prescribed curriculum of ancient classics, rhetoric, posed implementing a curriculum based in the mathematics, Christian ethics and philosophy to classic European tradition of the liberal arts, with develop leaders for the church and the learned pro- emphasis on close and critical study of great texts. fessions and citizens for the new nation. The The opposing view was rooted in American prag- preservation of learning and its transmission matism, and argued for an empirical and experi- through teaching to the next generation were the mental approach to education, engaging students main purposes of these small institutions. and teachers actively in the problems of a demo- cratic society. By the last third of the nineteenth century, higher education in the United States was responding to Interrupted by World War II, this debate was at the industrial revolution and the demands of a least temporarily resolved in favor of a model of developing nation and economy by expanding its undergraduate education derived from General purposes and creating new structures. Two new Education in A Free Society2, a report of a Harvard structures emerged. The research university, based University faculty committee, published in 1945 on a German model, had as its purpose the and familiarly known as “The Redbook.” This re- advancement of knowledge through graduate study port considered the problem of general education in and research. The land-grant university, a uniquely both schools and colleges in a society in which American institution, had as its purpose service to secondary education had become nearly universal the developing nation through practical research and needed to respond to a diverse student body. and instruction in agriculture and engineering. The aims of general education were to develop a Though undergraduate colleges survived, either capacity for critical inquiry and reflection through independently or as part of universities, the tradi- engagement with a shared culture based in the great tional liberal arts curriculum was supplanted by the ideas of Wes-tern civilization, now including science. modern disciplines of the arts and sciences. In place of a largely required and common set of The authors of the Redbook assumed that, as in courses, students were now expected to progress the past, higher education would continue to serve

3 perhaps no more than 20 percent of high school U.S. higher education today is an even larger and graduates, which narrowed their focus to the devel- more diverse enterprise — diverse in terms of the opment of an undergraduate education designed to student body and institutional type and purpose – meet the needs of this leadership group. But by than it was in 1963. Some changes need to be the fall of 1946, enrollment in higher education highlighted: had nearly doubled with the influx of veterans tak- • Enrollment in all of higher education expanding advantage of the G.I. Bill. In 1947-48, the ed by 40 percent from 1970 to 1994 with two- President’s Commission on Higher Education thirds of the enrollment growth in two-year issued a series of reports calling for a dramatic institutions granting associate of arts degrees, expansion and democratization of higher educa- primarily community colleges. In 1994, nearly tion. At the same time, the wartime investment in 43 percent of total enrollment was in the latter scientific research became a long-term postwar category.4 investment in the research capacity of higher edu- • Education beyond high school has become the cation, emphasizing work that was defense-related norm, with 65 percent of high school gradu- and biomedical in nature. ates aged 16-24 enrolled in college, compared to 47 percent in 1973.5 In 1963, Clark Kerr, then president of the Univ- • As access to higher education expanded, the ersity of California, delivered a series of lectures average level of academic preparation, as later published as The Uses of the University3 reflected in SAT and ACT scores and other which captured the dynamism of postwar higher measures, declined.6 education. Kerr foresaw that while the undergrad- • The percentage of students attending part uate college could co-exist with a dynamic, federal- time, working while attending full time, and ly supported research enterprise and service to state working more than 20 hours a week all and local communities, this equilibrium was a increased substantially, as did the proportion of shaky one. He correctly predicted that the research students 25 years of age and older.7 Note, enterprise would take priority over undergraduate however, that enrollment of students under 22 education and that the humanities would lose out has been increasing since the mid-1990s and is to science in the competition for resources. He also projected to increase significantly for the next identified challenges that remain to be addressed several years.8 today, including the improvement of undergradu- • Nearly three-quarters of freshman surveyed in ate education, the creation of a more unified intel- 1999 reported that the ability to get a good job lectual world, the reestablishment of institutional and to be able to make more money were very integrity, and the preservation of a margin of excel- important reasons for deciding to go to col- lence in a populist society. lege. Note also that 59 percent reported that

4 gaining a general education and appreciation of perspectives into the humanities, while invigor- ideas was a very important reason. Sixty-four ating, were also highly controversial and divi- percent of the students surveyed expected to sive, leading to even more fragmentation on major in a pre-professional or technical field campus. The natural and physical sciences, while 28 percent expected to major in a liberal social sciences, and the humanities inhabited arts field.9 separate intellectual worlds. • Pre-professional and technical education has • Approaches to general and liberal education expanded far faster than the liberal arts. In varied. Some institutions used required courses 1970, 50 percent of the baccalaureate degrees and content to engage students in critical think- granted in the United States – 396,000 – were ing. Other institutions focused on the major in a liberal arts discipline, including the sci- modes of inquiry, encouraging or requiring ences. By 1980, the percentage had dropped students to construct their own core curric- to 35 percent, and the number of degrees ulum from a wide array of courses. Too often, granted had declined to 325,000. Since 1985, distribution and course requirements were seen this trend has reversed somewhat. In 1995, 40 as onerous by both students and faculty. percent of the degrees granted were in the liberal arts, and the number of liberal arts under- The cumulative effect of these trends is a widening graduate degrees reached an all-time high of chasm between what institutions offer and what 466,000. Still, nearly 60 percent of the degrees students and the public expect from higher educa- granted were in a pre-professional or technical tion. In the 1990s, consumers, legislators, and field, and the largest number of baccalaureate reformers converged in demanding more attention degrees granted in the 1990s were in business, to undergraduate education, greater accountability, with business majors alone representing 15 and cost control. Competition from a growing percent of the total.10 for-profit educational sector provides yet another • Faculty training and rewards were based on the reason for colleges and universities to refocus on research model of advancing knowledge. undergraduate teaching and learning. Systemic efforts to give greater weight to excellence in teaching – such as the doctorate of Conversation Amid Concerns. It was arts proposed by Carnegie Corporation in against this background of change and challenge the 1970s – largely failed. that Carnegie Corporation convened educators • Advancement of knowledge led to evermore with different perspectives but a shared commit- specialization and the creation of new fields of ment to liberal education to consider how the inquiry. The adoption of new theoretical mod- undergraduate experience should be redefined in els and the incorporation of new cultural the context of contemporary economic and social

5 conditions. (A list of meeting participants is A Case in Point. The crisis in teacher educa- attached as an Appendix.) Despite the modest tion – the urgent need to attract and retain ele- revival in the number of students pursuing degrees mentary and secondary school teachers well pre- in liberal arts fields and the vast array of course pared in their subjects and able to teach to new, offerings, meeting participants raised a number of higher standards – highlights the challenges con- concerns about the purpose and direction of fronting undergraduate education. Schools of edu- undergraduate education today. Some of the issues cation are isolated from other faculties in the uni- identified included the following: versity. Many education majors, especially those • Pre-professional education, driven by student preparing for elementary school teaching, are interest in acquiring credentials that lead trained only in pedagogy. College professors directly to a good job, and narrowly-defined trained only in subject matter do not provide majors, driven by faculty research interests and appropriate models for future teachers. The pro- affiliation with their disciplines rather than the fessional and intellectual isolation of teachers educational missions of their institutions, dom- begins with their undergraduate education and inate undergraduate education. continues into their professional lives. • Professional and liberal arts education exist in worlds apart, rather than as complementary The inadequacies of teacher education can be gen- parts of an integrated curriculum. eralized, as suggested by one meeting participant in • The humanities no longer play the central, a follow-up letter. He posed the following ques- cohesive role in the curriculum that they tion: Does a graduate from any good liberal arts once did. college or university with an academic major in • Efforts to build bridges between science and any common field such as history, biology, physics, the humanities have largely failed. literature, or government know that subject matter • With the first two years of undergraduate sufficiently well to teach at the secondary school study most often in disarray, higher education level? “A college graduate with a history major, for does not provide leadership for the secondary example, may possess extraordinary information school curriculum. about particular events . . . . To be able, however, • Institutional leaders are preoccupied by to address the plain naïve questions high school fundraising and responding to consumer pupils often raise in a classroom about the meaning demand. or value of historical knowledge for effective partic- • The kind of searching self-assessment neces- ipation in contemporary society requires a compre- sary to renewed mission is a rarity in higher hension of history as a discipline that few history education. majors acquire.”11

6 How many college graduates today have an under- tions between past and future, between their own standing of the meaning and value of history or experiences and the world they live in; they need a science or the humanities sufficient to make sense frame of reference. One participant cited Eastern of the forces unleashed by the combination of Europe today as an example of spiritual disorienta- technological innovation, the free market, and tion, societies adrift between abandoned yesterdays globalization? To prepare all students for effective and unknown tomorrows, lacking any shared sys- participation in today’s society, we need a contem- tem of values to provide direction. In the view of porary curriculum bridging the arts and sciences meeting participants, higher education has a and the professional disciplines, connecting past to responsibility to prevent such disorientation by future and theory to experience, providing the providing graduates with the capacity to manage basis for conversation across cultural differences change and shape their own futures and that of and professional specialization, and developing the human society consistent with enduring and shared capacity for critical inquiry and understanding. values.

Nowhere is a revitalized contemporary form of lib- Today’s graduates, over their lifetimes, will experi- eral education needed more than in the education ence change at an unprecedented pace. They will of teachers. The quality and content of teacher have not one career but perhaps many. To cope education are inexorably linked in a deep and sub- with this kind of change, they will need self-confi- stantive way to the learning experience that teach- dence and a sense of purpose coupled with adapt- ers provide for their students. Integrating the liber- ability and a capacity for continuous learning. A al arts and professional study for future teachers familiarity with the body of knowledge and meth- can provide a model for the rest of higher educa- ods of inquiry and discovery of the arts and sci- tion while also bridging the gap that currently ences and a capacity to integrate knowledge across exists between the goals and methods of schools experience and discipline may have far more lasting and colleges. value in such a changing world than specialized techniques and training, which can quickly become Do We Really Need the Liberal Arts outmoded. Today? Why, one participant at the meeting asked, should we be grounding a curriculum in The information revolution and economic liberal- enduring ideas and values when the corporate ization together have unleashed productivity and ethos, as described by author Peter Drucker, is spurred innovation, great benefits that create new “abandon yesterday!”? The simplest answer may be challenges for individuals. In an information- the human need for connections. In a world of based, technology-driven economy, all workers are constant change, humans need to make connec- expected to be problem-solvers and communica-

7 tors; they must be able to assess situations and ing, participants identified a surprising number make judgments on the spot. In the world of the and range of resources for the renewal and trans- Internet, anyone can be a publisher, and anything formation of liberal education and teaching. One can be published. Users, therefore, need to learn participant proclaimed liberal education alive, well, to assess information critically; they must be able vital, and generating not one transforming idea but to select, and to evaluate, skills a liberal education many practical and transferable innovations. is designed to develop. Promising approaches included: • Learning by Doing, including the use of A free market economy not only expands opportu- community service, field study, internships, nity, it also demands individual responsibility. and research projects to integrate experience Indi-viduals in the United States today are expect- and application with academic work. ed to manage their own careers, their health care, • Learning Communities, which bring groups their retirement; they can no longer rely on life- of students and faculty to work together over a time em-ployment, social safety nets, and authorita- sustained period of time, using multiple tive ex-pertise. They need to be able to acquire, assess approaches to explore and develop responses and make judgments based on complex information, to a major topic or problem. all competencies developed through liberal educa- • Interdisciplinary Approaches, providing tion. undergraduates an opportunity to engage with scholars pursuing the many new, interdiscipli- U.S. campuses have been trying to create learning nary fields of inquiry. and living environments for culturally and racially • Integration of the Liberal Arts and Profes- diverse student populations for a generation. Today, sional Study, for example, engaging both lib- a global economy and information technology are eral arts and school of education faculty in combining to create a world without borders. In providing prospective teachers with deep such a world, multicultural skills — understanding understanding of both subject matter and one’s own culture and other cultures and being able teaching methods. to communicate across differences of language, cul- • Strengthening Academic Preparation in ture, race, and religion — will be critically impor- High Schools, for example, the College tant. Understood in this context, liberal arts has Board’s Advanced Placement Program, which become the essential education for all people living offers rigorous, discipline-based (a characteris- in a global, technology-driven society. tic that is of concern to those seeking more integrated approaches) introductory college- Sources of Renewal and Transformation. level courses to over one million students and Given the critique developed earlier in the meet-

8 provides professional development in the liber- the Carnegie forum offered useful building blocks al arts for 100,000 teachers. for a new vision for liberal arts education, which must address both content and delivery. These Reasons for optimism exist. These include the were some of the ideas that emerged: increased attention being paid to the quality of • Intellectual Vitality. The search for coher- undergraduate education by presidents of major ence and meaning should not be purchased at research universities, faculty collaborations across the price of continuing inquiry. New knowl- professions and disciplines around major questions edge and understanding starts with the at the frontiers of knowledge, increasing interest questioning of old truths and assumptions, not among faculty at public universities in undergradu- only in science but in all fields. A new vision ate teaching and working with public schools, must include new perspectives and voices, even community college initiatives to restructure their if they are disturbing ones. work to optimize student learning12 and the poten- • Integration of Learning. Scientific thinking tial to use technology creatively to increase learning and the products of science pervade our cult- resources and support learning communities. ure and are reshaping the world. Scientists are exploring the fundamental questions — the Still, colleges and universities are conservative insti- origins of the universe and our place in it, the tutions. Enduring practices, even if problematical, nature and creation of life, the nature of con- reflect longstanding interests. Real change requires sciousness and the relationship of mind and changing structures and budgets. It requires body — that have been central to humanistic understanding and accepting that we have reached learning, and the results they produce will a new age with new needs, new directions and new demand our best ethical and political responses. demands. It insists that we acknowledge the revo- Science must be an integral part of any future lution in technology that, if it hasn’t already conception of the liberal arts and liberal learn- changed everything, soon probably will. ing. Ways must be found to engage a continuing conversation across the major domains of Revitalizing the Liberal Arts: Where Do learning and knowledge and to prepare We Go From Here? To revitalize the liberal students to be informed participants in it. arts, large-scale innovations are needed in educa- • Multicultural and Global Perspectives. tion and the teaching profession from pre-kinder- Future-oriented liberal education must prepare garten to graduate school and beyond. A fresh and students to function effectively in a multicul- compelling vision is needed to energize new tural society and in a world where national reforms inside the academy and among the general borders may sometimes blur. The capacity to public it serves. The educators who participated in understand and communicate with people of

9 other cultures begins with an understanding of Summing Up. The challenge of creating and one’s own culture and its relationship to others. implementing a new vision should not be underes- • Accessibility. Liberal learning must meet the timated, but the moment has come to try. For needs of students who learn best through en- three decades, colleges and universities in the gagement with ideas in application and practice United States have struggled to accommodate open as well as those who are able to engage ideas access with standards of excellence, new knowledge abstractly and conceptually. Liberal learning within old curricular structures, and new cultural must be integral to the curriculum of professional perspectives with traditional ones. Lessons learned and technical schools as well as liberal arts from these struggles can and should inform a new colleges. vision of the liberal arts that, along with American • Affordability. Our best models of liberal edu- enterprise and technology, will shape a global free cation — four-year colleges that include a resi- society. dential experience — aim to create communities of learning. They are also very expensive As Vartan Gregorian, the Corporation’s president, and may send students from the world of has written, Carnegie Corporation is dedicated to education to the world of work significantly the idea that a solid, balanced education in the burdened by debt. One of the great challenges humanities, arts and sciences, aimed at developing facing higher education is to explore ways of competent, inquisitive, productive adults, should reducing these financial pressures, perhaps by be a requirement for all students, regardless of their delivering the essential qualities of liberal arts career objectives. The Corporation, with its histo- education through other, less expensive models. ry of concern for the liberal arts in America, con- • A Vision That Can Be Shared. The new tinues to explore the most effective ways to address vision must be presented in terms that are the questions raised in this “challenge” paper. But compelling to the beneficiaries of education — the foundation also calls upon others who have students, their families, the world of business, studied, thought about, battled for, explored and legislators — as well as to educators. wrestled with these issues to join in a new national Educators must recognize that the benefits of discussion about the future of liberal arts educa- the liberal arts are not self-evident and that tion. “learning for the sake of learning” may not be compelling when students and families face The floor is open for debate. large commitments of time and money. Students and families need help in understanding how the liberal arts contribute to personal development and career opportunity.

10 Notes

1. See Diane Ravitch. The Troubled Crusade: American Education, David W. Breneman 1945-1980. New York: Basic Books, 1983; W.B. Carnochan. The Professor & Dean Battleground of the Curriculum. Stanford: Stanford University Curry School of Education Press, 1993. University of Virginia, Ruffner Hall 2. General Education in a Free Society: Report of the Harvard 405 Emmet Street South Committee. Cambridge: Harvard University Press, 1945. Charlottesville, VA 22903-2495 3. Clark Kerr. The Uses of the University. Cambridge: Harvard phone: 804-924-3332 University Press, 1963 [email protected] 4. A Classification of Institutions of Higher Education. The Carnegie Foundation for the Advancement of Teaching, 1994. W. Robert Connor 5. Edmund J. Hansen. “Essential Demographics of Today’s College Director, National Humanities Center Students.” AAHE Bulletin, November 1998, pages 3-5. 7 Alexander Drive 6. Ibid. Research Triangle Park, NC 27709 7. Ibid. phone: 919-549-0661 8. Digest of Education Statistics1997. Chapter 3, page 1 from [email protected] http://nces.ed.gov/pubs/digest97/. 9. “The American Freshmen: National Norms for Fall 1999.” Jill Ker Conway American Council on Education and University of California at Los Visiting Scholar & Professor Angeles Higher Education Research Institute. Science, Technology & Society 10. Digest of Education Statistics. 1998, pages 285-292. Massachusetts Institute of Technology 11. Daniel Fallon, Letter to Donald M. Stewart, November 14, 65 Commonwealth Avenue, #8B 1999 Boston, MA 02116 12. Terry O’Banion. A Learning College for the 21st Century. phone: 617-262-4505 Phoenix: The Oryx Press, 1997. [email protected]

Howard T. Everson APPENDIXNovember 10, 1999 Meeting Participants Vice President & Chief Research Scientist Teaching & Learning, The College Board 45 Columbus Avenue Raymond Bacchetti New York, NY 10023-6992 Program Officer, Education phone: 212-713-8301 William & Flora Hewlett Foundation [email protected] 525 Middlefield Road Suite 200 Daniel Fallon Menlo Park, CA 94025-3495 Professor of Psychology & Public Affairs phone: 650-329-1070 University of Maryland, College Park [email protected] 2101 Van Munching Hall College Park, MD 20742 Jorge Balán phone: 301-405-4772 Program Officer [email protected] Education, Media, Arts & Culture Program The Ford Foundation Nicholas H. Farnham 320 East 43 Street Director, The Educational Leadership Program New York, NY 10017 Christian A. Johnson Endeavor Foundation phone: 212-573-4661 1060 Park Avenue, Suite 1C [email protected] New York, NY 10128 phone: 212-534-2904 Leon Botstein [email protected] President Bard College James O. Freedman Box 5000 Professor, College of Law Annandale-on-Hudson, NY 12504 The University of Iowa phone: 914-758-7423 280 Boyd Law Building [email protected] Iowa City, IA 52242-1113 phone: 319-335-9056

11 Howard Gardner Priscilla W. Laws Professor of Education Professor of Physics Graduate School of Education Department of Physics & Astronomy Harvard University Dickinson College Larsen 201, 13 Appian Way College & Louther Street, Box 1773 Cambridge, MA 02138 Carlisle, PA 17013 phone: 617-496-4929 phone: 717-245-1242 [email protected] [email protected]

Edie N. Goldenberg Arthur Levine Professor of Political Science & Public Policy President The University of Michigan Teachers College, Columbia University 421 Lorch Hall, 611 Tappan Street 525 West 120 Street Ann Arbor, MI 48109-1220 New York, NY 10027 phone: 734-668-6206 phone: 212-678-3000 [email protected] Michael L. Lomax Neil R. Grabois President Vice President & Director for Strategic Planning Dillard University & Program Coordination 2601 Gentilly Boulevard Carnegie Corporation of New York New Orleans, LA 70122 437 Madison Avenue phone: 504-286-4640 New York, NY 10022 [email protected] phone: 212-207-6305 [email protected] Martin Meyerson President Emeritus Stephen R. Graubard University of Pennsylvania Editor of Dædalus 225 Van Pelt Library American Academy of Arts & Sciences 3420 Walnut Street 136 Irving Street, Suite 100 Philadelphia, PA 19104-6206 Cambridge, MA 02138 phone: 215-898-5577 phone: 617-491-2600 [email protected] [email protected] Elizabeth K. Minnich Evelynn M. Hammonds Professor of Philosophy & Women Studies Associate Professor for the History of Science Graduate School for Interdisciplinary Arts & Sciences Science, Technology & Society The Union Institute Massachusetts Institute of Technology 400 East Tremont E51-296A, 77 Massachusetts Avenue Charlotte, NC 28203 Cambridge, MA 02139 phone: 704-334-3267 phone: 617-253-8780 [email protected] [email protected] Robert Orrill Augusta Souza Kappner Executive Director President, Bank Street College of Education National Council on Education & the Disciplines 610 West 112th Street The Woodrow Wilson National Fellowship Foundation New York, NY 10025 5 Vaughn Drive, Suite 300 phone: 212-875-4595 Princeton, NJ 08540-6313 [email protected] phone: 609-452-7007 [email protected] Susan R. King Vice President, Public Affairs Carnegie Corporation of New York 437 Madison Avenue New York, NY 10022 phone: 212-207-6273 [email protected]

12 Carol Geary Schneider Observers: President Association of American Colleges & Universities Deanna Arsenian 1818 R Street, NW Senior Program Officer Washington, DC 20009 International Peace & Security phone: 202-884-7401 Carnegie Corporation of New York [email protected] Laura Bureš Vivien Stewart Research Assistant Chair, Education Division JFK School of Government Carnegie Corporation of New York Harvard University 437 Madison Avenue New York, NY 10022 Michele Cahill phone: 212-207-6250 Senior Program Officer [email protected] Education Division Carnegie Corporation of New York Donald M. Stewart Senior Program Officer and Karin P. Egan Special Advisor to the President Program Officer Carnegie Corporation of New York Education Division 437 Madison Avenue Carnegie Corporation of New York New York, NY 10022 phone: 212-207-6306 Michael C. Johanek [email protected] Director of Curriculum & Instructional Development The College Board Jeffrey D. Wallin President Bernadette Michel The American Academy for Liberal Education Program Assistant 1700 K Street, NW Education Division Suite 901 Carnegie Corporation of New York Washington, DC 20006 phone: 202-452-8611 Patricia L. Rosenfield [email protected] Chair International Development Program Robert Weisbuch Carnegie Corporation of New York President The Woodrow Wilson National Fellowship Foundation David C. Speedie, Jr. 5 Vaughn Drive, Suite 300 Chair Princeton, NJ 08540-6313 International Peace & Security phone: 609-452-7007 Carnegie Corporation of New York [email protected]

Rapporteur: Carol M. Barker Senior Associate Carnegie Corporation of New York [email protected]

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