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Notes1 Richard H. Brodhead, “Rebuildingthe Public’s Confidence inHigher Ed,” Duke Today, March 21,2013.2 From 1990 to 2012, the netprice of private nonprofit fouryearinstitutions increased 30.06percent. For public institutions, thenet price increased 63.65 percent.See http://trends.collegeboard.org/college-pricing/figures-tables/net-price#Average%20Net%20Price%20%E2%80%94%20Public%20Institutions.3 In “Conservatives and theHigher Ed ‘Bubble,’” Inside HigherEd, November 15, 2012, JonathanMarks cites “a 2010 New York Timesstory about Cortney Munna, anN.Y.U. graduate who is $100,000 indebt for her religious and women’sstudies degree.…[But] the NewYork Fed puts median studentloan debt at $12,800 (the mean is$23,300). The New York Fed thinksrising debt and defaults are veryserious problems. But pointing toan outlier as if she were a representativeexample makes those veryserious problems look like a crisis.”See also Peter Coy, “Student Loans:Debt for Life,” Businessweek, September18, 2012.4 For a discussion of returnon investment, see Kevin Kiley,“Making the Case,” Inside HigherEd, November 19, 2012; WilliamPannapacker, “A Liberal ArtsFoundation,” The New York Times,March 24, 2013; and “Are Professors‘Selling Students Short’?” InsideHigher Ed, March 21, 2013.5 See Steve Yoder, “StudentsAre Fleeing Liberal Arts–How ItCould Hurt the U.S.,” The FiscalTimes, January 9, 2013; RichardMorrill, “What Is the Value of LiberalEducation?” The HuffingtonPost, November 6, 2012; and HartResearch Associates, It Takes MoreThan a Major: Employer Prioritiesfor College Learning and StudentSuccess (Washington, D.C.:Association of American Collegesand Universities, April 10, 2013),http://www.aacu.org/leap/documents/2013_EmployerSurvey.pdf.See also Michael Useem, LiberalEducation and the Corporation:The Hiring and Advancement ofCollege Graduates (New York: A.de Gruyter, 1989).6 “Students majoring in liberalarts fields see ‘significantly highergains in critical thinking, complexreasoning, and writing skills overtime than students in other fieldsof study’”; see Scott Jaschik, “‘AcademicallyAdrift,’” Inside HigherEd, January 18, 2011, a report onRichard Arum and Josipa Roksa,Academically Adrift: Limited Learningon College Campuses (Chicago:University of Chicago Press, 2010).See also Alexander W. Astin, “In‘Academically Adrift,’ Data Don’tBack Up Sweeping Claim,” TheChronicle of Higher Education,February 14, 2011.7 For the economic benefit of acollege degree, see Anthony P. Carnevale,Jeff Strohl, Michelle Melton,What’s It Worth? The EconomicValue of College Majors (Washington,D.C.: Center on Education andthe Workplace, Georgetown University,May 2011); and http://www.humanitiesindicators.org/content/hrcoIIIB.aspx#topIII4. See alsoScott Jaschik, “Jobs, Value and AffirmativeAction: A Survey of ParentsAbout College,” Inside HigherEd, March 20, 2013; and MeghanFlorian, “Notes From an EmployedPhilosopher,” The Chronicle ofHigher Education, April 1, 2013.8 Among many such efforts,the University of Texas Task Forceon Curricular Reform released itsreport in 2005, http://www.utexas.edu/president/tfcr/; the MassachusettsInstitute of Technologyreleased its report in 2006, http://tech.mit.edu/V126/N46/46girreport.html; and the Harvard UniversityTask Force on General Educationreleased its report in 2007,http://curriculumreform.org/harvard-university-task-force-on-general-education-report/. Seealso the University Design Consortiumfounded by Arizona StateUniversity and Sichuan University(China), http://universitydesign.asu.edu/, as well as the projectslisted on the Association of AmericanColleges and Universities’website, http://www.aacu.org/resources/curriculum/index.cfm.9 Some examples are describedin Paul Jay and Gerald Graff, “Fearof Being Useful,” Inside Higher Ed,January 5, 2012; examples include“Humanities +” at Brigham YoungUniversity and the Master of ArtsProgram in the Humanities (maph)at the University of Chicago. TheUniversity of Pennsylvania’s Collegeof Arts and Sciences has alsoinstituted a new “Integrated Studies”program, bringing togetherhumanists, social scientists, andscientists to teach a yearlong coursetogether. See also Richard N. Pittand Steven A. Tepper, DoubleMajors: Influences, Identities &Impacts (Nashville, Tenn.: VanderbiltUniversity and Teagle Foundation,September 2012); and DanBerrett, “Double Majors ProduceDynamic Thinkers, Study Finds,”The Chronicle of Higher Education,March 15, 2013.10 Discussed later in the report,for example, are the Duke GlobalHealth Institute, the ClimateImpacts Group at the Universityof Washington, and the uclaInstitute for Society and Genetics.11 As of March 15, 2013, classcentral.com,an aggregator of onlinecourses, listed 203 courses inprogress or about to start across allmajor providers of online instruction,including Coursera, edX, andUdacity. Forty-four (22 percent) ofthese courses were categorized as“humanities and social sciences,”while fifty-one were in computerscience.36 Two- and Four-Year Colleges

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