But an academic enterprise, bottom-line motivated or not, could do worse than this (pp. 168-169:)
[C]ollege and university professors can introduce students to bodies of material new to them and equip those same students with the appropriate (to the discipline) analytical and research skills. From this professional competence follow both obligations and prohibitions. The obligations are the usual pedagogical ones -- setting up a course, preparing a syllabus, devising exams, assigning papers or experiments, giving feedback, holding office hours, etc. The prohibitions are that an instructor should do neither less nor more.Shall we start by tossing Student Affairs, and the therapy dogs during finals week?
Doing less would mean not showing up to class or showing up unprepared, not being alert to the newest approaches and models in the field, failing to give back papers or to comment on them in helpful ways, etc. Doing more would be to take on tasks that properly belong to other agents -- to preachers, political leaders, therapists, and gurus. The lure of these other (some would say larger or more noble) tasks is that they enhance, or at least seem to enhance, the significance of what a teacher does. But in fact, I argue, agendas imported into the classroom from foreign venues do not enrich the pedagogical task, but overwhelm it and erode its constitutive distinctiveness.
(Cross-posted to 50 Book Challenge.)