If the curriculum is teaching such skills as adapting to a knowledge economy, why canР В Р вЂ Р В РІР‚С™Р Р†РІР‚С›РЎС›t the professors that teach such great skills to thrive in a changing world employ them with some grace and poise? How can the liberal arts, itself, adapt to a changing world? The typical defense of the status quo involves spinning the value of a liberal arts education, pitching the curriculum as promoting the ability to problem-solve, learn to learn, and thrive in a knowledge economy.

I want our so-called 'soft' studies (humanities, social sciences) to show some spine and create a response. Let it be known, I was a student of the liberal arts (geography, Asian studies) at a liberal arts college (Clark University) and I founded and run a technology company in Silicon Valley. Why? As Andrew Sum, the director of the Center for Labor Market Studies at Northeastern University said, 'Simply put, weР В Р вЂ Р В РІР‚С™Р Р†РІР‚С›РЎС›re failing kids coming out of college.' Recent pieces in The Atlantic and The Weekly Standard (claiming that the proponents of the liberal arts have 'lost the war' and the liberal arts has been 'killed.') and elsewhere place much of the blame on liberal arts programs. Up to half of new graduates, by some estimates, are finding themselves jobless or underemployed. David is co-editor of the International Journal for Academic Development and co-author (with Celia Popovic) of Understanding Undergraduates: Challenging Our Preconceptions of Student Success, published in the USA and UK by Routledge (Behind the fig leaf: Faculty preconceptions of student achievement). He publishes on academic identity and faculty perceptions of both student characteristics and the field of higher education pedagogy. Before becoming a faculty developer, David was chair of Languages and International Business at Birmingham City University (UK) and has taught at the graduate and undergraduate level in foreign language, literature, cross-cultural management, communication, and higher education. Their work together focuses on portfolio development and implementation, faculty evaluation, improvement of teaching, and building strategies for maintaining institutional integrity.Р В РІР‚СњР вЂ™Р’В«ehind the Fig Leaf: Faculty Preconceptions of Student AchievementР В РІР‚СњР вЂ™Р’Вavid A Green is Director of the Center for Excellence in Teaching and Learning and affiliated faculty in International Studies at Seattle University, WA. They are the authors of the The Academic Portfolio, 2008 and The Teaching Portfolio (2010, 4th edition) along with Clement Seldin, published by Jossey-Bass. She is the recipient of several teaching awards, and her research focuses on the interplay between feminist teaching and learner-centered teaching. She is a consultant in higher education and has mentored hundreds of faculty on portfolio development in the United States and abroad. Previously, she was the university Director of the Teaching Assistant and Training Development Office, where she established and ran the training program for more than 800 teaching assistants. Elizabeth Miller is Associate Professor of Family and Child Studies at Northern Illinois University.

For his contributions to the scholarship of teaching, he has received honorary degrees from Keystone College and Columbia College (South Carolina). He was named by the World Bank as a Visiting Scholar to Indonesia, and he was elected a fellow of the College of Preceptors in London, England. He has been a consultant on higher education issues to more than 350 colleges and universities throughout the United States and in 45 countries around the world. Peter Seldin is Distinguished Professor of Management Emeritus at Pace University in Pleasantville, New York. Improving College Teaching: What Really Works Today? Notifications of acceptance or rejections: Friday, January 18, 2013 Submission Deadline: Friday, Januno later than 11:59 pm The 20th Georgia Conference On College & University Teaching

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