대학의 학부 교육(증정불가) > 교육학

세계 유수의 대학들은 이러한 ‘교육’의 수월성을 유지하기 위해 부단히 노력하는 전통을 가지고 있다. 동시에 이들은 끊임없이 변화하는 학문과 학생, 사회 속에서 그 고유성과 주도성을 확보해가는 혁신과 창조의 힘도 가지고 있다. 대학의 교육은 현재에서 미래의 시간을 읽어내고 살아가는 일이며, 과거를 겪은 교수들이 미래를 살아갈 사람들의 다가오지 않은 시간을 겨냥하는 상상적 인류 전체의 기획이다.
본 저서는 우리나라 대학의 과제이기도 하면서 동시에 세계적 수준의 유수대학이 실천하고 있는 변화와 혁신, 적극적인 방향의 창조 그 자체가 대학이 대학다움, 그 고유성과 정체성, 그리고 수월성을 유지하는 핵심적 기제라는 점에 주목한다.
그리고 특별히 우리나라를 비롯한 세계의 대학들이 직면하고 있는 문제, 미래지향적 변화의 큰 흐름을 대학들이 지향해야 할 주요 실천방향과 가능한 대안들을 중심으로 살펴보는 일이 불가피하다는 인식에서 출발하였다. 여기서 나아가 대학교육에서의 큰 흐름의 맥락을 제시하는 동시에 우리나라 대학들이 바로 지침으로 삼아 활용할 수 있는 구체적이고 실제적인 사례의 소개와 안내의 역할을 자임하였다.
본 저서는 세계 대학들의 변화 흐름을 포착하고 이를 미국 대학과 세계 주요 대학들의 학부교육의 변화와 혁신 사례를 중심으로 고찰하였다. 미국 학부교육의 사례들은 사실상 특정 국가의 경계를 넘어 세계적인 수준의 학부교육 실현의 사례이다. 하버드, 예일, 프린스턴 등의 연구중심대학 내 학부대학, 대형 주립대학, 그리고 우수한 소규모 문리학부 대학의 경우를 각각 해당 프로그램의 가장 우수한 사례로 손꼽을 만한 것으로 선택하였다. 대학교육에 대한 균형 있는 관점을 확립하고 한국 대학이 처해 있는 상황에 대한 입체적 이해를 위하여 영국과 아시아 지역의 대표적인 대학의 사례도 필요한 부분에 적절히 배치하였다. 이 저서의 사례들은 특별한 경우를 제외하고는 대부분 저자들이 직접 방문하여 대학 학부교육의 주요 책임자들, 프로그램의 담당자들과 인터뷰한 내용과 그들이 제공해준 자료를 통하여 준비된 것들이다. 추가적인 보완을 위하여 해당 대학교의 발간물과 최근 동향이 담긴 홈페이지 등을 재확인하여 가능한 한 최근의 정확한 정보를 담고자 하였다.

목차

01 기초교양교육
Chapter 1. 하버드대학의 새 교양교육과정 ································································· 19
1. 자유교육 이념 ···································································································19
2. 교양교육의 변화과정 ························································································21
3. 교양교육의 특징과 구조 ···················································································23

Chapter 2. 예일대학의 전통적 배분필수 기초교양과정 ············································· 53
1. 학부교육의 이념 ·······························································································53
2. 배분필수 교양과정 ····························································································55
3. 특별 교양교육 프로그램 ···················································································64

Chapter 3. 캘리포니아대학교의 위계적 교양과정과 특별프로그램 ··························· 70
1. 캘리포니아대학교 위계적 교양과정 ··································································70
2. 버클리대학교 ·····································································································70
3. UCLA대학교 ·····································································································77

Chapter 4. 윌리엄스 칼리지의 자유교양교육 ···························································· 82
1. 윌리엄스대학의 학부교육 ··················································································82
2. 기초교양 필수 ···································································································89
3. 논의 및 시사 ····································································································93

Chapter 5. 우등 교양교육 프로그램 ·········································································· 94
1. 최적 수준제공의 교육적 원리 ··········································································94
2. 대학 우등 교양교육프로그램의 의미와 현황 ····················································95
3. 우등 교양교육 프로그램 유형과 특징 ····························································100
4. 우등 교양교육 프로그램의 의의와 과제 ························································122
 

Chapter 6. 아시아 대학교의 교양교육 ····································································· 128
1. 싱가포르국립대학교 ························································································128
2. 도쿄대학교 ······································································································139
3. 베이징대학교 ··································································································153

02 명저와 독서교육
Chapter 1. 신입생 입학 전 명저 읽기 ····································································· 163
1. 입학 전 학생들에 대한 관심 ··········································································163
2. 듀크대학교 하계 독서 프로그램(Duke Summer Reading Program) ·······164
3. 노스캐롤라이나대학의 신입생 독서프로그램 ··················································177
4. 코넬대학교의 신입생을 위한 명저 필독 프로젝트 ·········································189
5. 시사점 ·············································································································199

Chapter 2. 명저 중심 교과과정 ··············································································· 201
1. 들어가며 ·········································································································201
2. 세인트존대학의 고전기반교육 ·········································································203
3. 노트르담대학교의 명저교육과정 ·····································································208

03 학생 자율 교육
Chapter 1. 학생설계전공 ··························································································· 221
1. 대학과 전공 ····································································································221
2. 브라운대학교의 ‘자율전공(Independent Concentration)’ ··························224
3. 뉴욕대학교 갤러틴대학의 개별전공(Individualized Study) ··························235
4. 하버드대학교 특별전공(Special Concentration) ·········································241
5. 학생설계전공의 운영 원리 ·············································································242

Chapter 2. 학부생 연구 ··························································································· 247
1. 연구주체로서의 학부생 ···················································································247
2. 연구활동지식의 개념 ······················································································248
3. 학부생 연구(Undergraduate Research) 사례 ············································251
4. 학부생 연구프로그램의 의의와 시사 ······························································264

Chapter 3. 학생개설강의 ························································································· 268
1. 대학교육과 학생의 주체성 ·············································································268
2. 학생개설강의의 일반적 특징 ··········································································271
3. 논의 및 시사점 ·······························································································289

Chapter 4. 학제적 전공 ··························································································· 292
1. 의미와 배경 ····································································································292
2. 영국 대학의 전통적 학제전공 ······································································293
3. 미래지향적 학제 전공 ····················································································303
4. 학제적 전공의 어려움과 시사점 ·····································································307

04 교육영역과 공간의 확장
Chapter 1. 신입생 세미나 ·························································································· 311
1. 목적과 개요 ····································································································311
2. 신입생 세미나의 유형과 사례 ········································································313
3. 의의와 시사점 ································································································331
 

Chapter 2. 창의성 ···································································································· 333
1. 대학의 창의성 ································································································333
2. 개인적 특성으로서의 창의성 접근과 사례 ·····················································334
3. 생태맥락적 접근과 사례 ·················································································336
4. 기능적 접근과 사례 ························································································340
5. 시사 및 논의 ··································································································347

Chapter 3. 리더십 ···································································································· 353
1. 개념과 함양 ····································································································353
2. 미국 대학의 리더십 교육 프로그램 ·······························································355
3. 시사점 ·············································································································374

Chapter 4. 현장 체험 프로그램 ··············································································· 377
1. 체험의 강조 ····································································································377
2. 현장 체험학습(Experiential Learning) ························································378
3. 현장 체험학습의 기본 지침 ············································································379
4. 해외 체험학습(Study Abroad) ······································································380
5. “고효과활동”으로서의 국내외현장학습 ···························································381
6. 논의 ················································································································385

05 학생 지원 체계
Chapter 1. 학사지도 ································································································· 389
1. 학사지도의 이해 ·····························································································389
2. 브라운대학교의 학사지도 ···············································································394
3. 하버드대학교 학사지도 ···················································································397
4. 예일대학교의 신입생 학사지도 ·······································································402
5. 듀크대학교의 학사지도 ···················································································410
6. 프린스턴대학교의 학사지도 ············································································417
7. 조지메이슨대학교의 학년별 학사지도 ····························································420
8. 논의 및 시사점 ·······························································································421

Chapter 2. 피어튜터링 ····························································································· 429
1. 개요 ················································································································429
2. 피어튜터링의 프로그램의 사례 ·····································································431
3. 시사 및 논의 ··································································································440

Chapter 3. 강의조교 ································································································ 445
1. 강의조교의 역할과 위상 ·················································································445
2. 하버드대학교의 ‘교수동반자(Teaching Fellow)’ ··········································445
3. 스탠퍼드대학교 ‘강의조교(Teaching Assistant)’ ·········································451
4. 버클리대학교의 ‘대학원생 교수자(Graduate Student Instructor)’ ············459
5. 밴더빌트대학교의 강의조교인증제 ··································································472
6. 시러큐스대학교의 강의조교 프로그램과 예비교수 프로그램 ··························482
7. 논의 및 시사점 ·······························································································490

Chapter 4. 학업과 행동 윤리 ·················································································· 492
1. 하버드대학교의 학업 윤리 규정 ·····································································495
2. 사우스캐롤라이나대학교 ·················································································504

Chapter 5. 주거대학 ································································································· 514
1. 예일대학교의 주거대학(Residential College) ··············································514
2. 하버드대학교의 학사(House) ········································································516
 

06 대학의 구조와 운영
Chapter 1. 학생선발: 입학사정관 제도의 특징과 함의 ············································ 521
1. 들어가며 ·········································································································521
2. 운영 실제와 문제점 ························································································521
3. 시사점 ·············································································································526

Chapter 2. 학생 성적 평가와 학점 인플레이션 ······················································ 527
1. 학생 평가와 성적 ···························································································527
2. 대학 학점 인플레이션 현상 ············································································534
3. 학점 인플레이션에 대한 대책 ········································································542
4. 시사점 ·············································································································554

Chapter 3. 강의평가 ································································································ 557
1. 대학 교육에 대한 다양한 접근 ······································································557
2. 교육활동과 평가 ·····························································································559
3. 강의평가 ·········································································································561
4. 텍사스대학교의 교수 강의 평가 조사 ····························································582
5. 시사점 ·············································································································586

Chapter 4. 교수 업적 평가 ····················································································· 589
1. 필요성과 배경 ································································································589
2. 일반적 형태 ····································································································590
3. 교수업적평가의 사례 ······················································································593
4. 요약 및 논의 ··································································································620

Chapter 5. 대학 설립체계와 운영: 미국 주립대학과 사립대학 ······························ 627
1. 미국 대학 설립 형태별 현황 ··········································································627
2. 주립대학과 사립대학 ····················································································628
3. 대학교육비용과 학생 재정지원 ·······································································634
4. 연방 및 주정부와 대학의 관계 ······································································636
5. 학사교육과정과 학생 현황 ·············································································640
6. 맺는말 및 시사점 ···························································································643

Chapter 6. 대학의 경제: 금융위기가 미국 대학에 미친 영향과 그 대응 ·············· 652
1. 대학과 경제 ····································································································652
2. 미국의 경제 침체와 대학의 위기: 미국 대학의 전반적 경향 ························660
3. 개별 대학 사례 분석 ····················································································668
4. 논의 및 시사점 ·······························································································681

맺음말 ·························································································································· 685
참고문헌 ······················································································································· 705
찾아보기 ························································································································ 717

저자소개

김지현
서울대학교 교육학과 (문학사, 1986, 석사, 1988; 박사, 2000)
서울대학교 교육학과 BK교수 (2001-2003)
서울대학교 기초교육원 연구교수 (2005-현재)

신의항
서울대학교 사회학과 (문학사, 1964)
미국 University of Pennsylvania 인구학과 (석사, 1968; 박사, 1971)
미국 University of South Carolina 사회학과 조교수 (1971-1975), 부교수 (1975-1982), 교수 (1982-2008), 명예교수 (2008-)
서울대학교 사회학과 초빙교수 (2001-2002)
서울대학교 기초교육원 초빙교수 (2005-2011)
서울대학교 자유전공학부 초빙교수 (2011-2014)
성균관대학교 학부대학 초빙교수 (2014-)

등록된 사용후기

사용후기 쓰기 새 창 더보기

사용후기가 없습니다.

등록된 상품문의

상품문의 쓰기새 창 더보기

상품문의가 없습니다.

배송

30,000원 이상의 주문시에 배송료는 무료이며, 30,000원 미만시 배송료는 2,500원 입니다. 
입금확인일 이후 2~3일 안에 물품을 받아보실 수 있으며(일요일, 공휴일 제외) 산간 도서 지방일 경우 1~2일정도 지연될수 있습니다.
 

교환

* 사전 연락을 주셔야 하며, 모든 상품의 교환 및 환불은 구입일로부터 10일 이내에 가능합니다. 
1) 상품에 하자가 있을 때 
    저희측 실수로 인한 하자발생시 100% 교환 및 반품 가능하며 배송료는 저희측 부담입니다. 
2) 소비자의 기호변경, 주문서 잘못 기입 
    소비자의 기호변경과 잘못된 주문으로 인한 교환에 따른 배송료는 왕복배송료 모두 소비자부담이며,
    상품에 하자 및 이상이 없을 때 가능합니다. 
▷교환 및 반품 방법 031-955-6956~8 으로 연락하신후 보내실 물품을 주시면 됩니다.
    보내실 주소는 '경기도 파주시 교하읍 문발리 파주출판문화정보산업단지 514-5호
    (도서출판)교육과학사 특판영업부'입니다.