front cover of The Ills of Aid
The Ills of Aid
An Analysis of Third World Development Policies
Eberhard Reusse
University of Chicago Press, 2002
With this book, Eberhard Reusse channels thirty years of experience with international aid programs into the task of both diagnosing the problems afflicting these programs and formulating a possible cure. Supporting his analysis with detailed case studies of two rural development programs in Africa—the United Nations’ "War on Waste" and cereal banks for small-farmer communities—Reusse reveals a system riddled with flaws. Impatient assumptions, belated and often suppressed recognition of their invalidity, and the perpetuation of unsuitable programs over decades—all are characteristic of the system. Local populations "fail" to participate in programs, or their accumulated firsthand knowledge is ignored and marginalized. Development experts make misjudgments or are adversely pressured by funding concerns. Programs are unevaluated and unaccountable to donors, perpetuating themselves long after they’re proved ineffective or inefficient. And throughout the book, Reusse demonstrates the principal systemic flaw: unrealistic interventionist paradigms—that is, Western notions of Third World realities that misidentify needs for intervention—at the root of most inappropriate development policies. The problems continue to this day.

Very few critiques of foreign development aid have approached the subject from the perspectives of organizational, rural, or epistemic sociology. The Ills of Aid combines all three, and points toward fundamental solutions: more direct accountability to the primary funding base—the international taxpayer—and the privatization of aid. Learned, pragmatic, and important, The Ills of Aid is essential reading for all in the field.Organization, other international and bilateral development programs, and development financing institutions. His field experience embraces more than forty countries.
[more]

front cover of Improving How Universities Teach Science
Improving How Universities Teach Science
Lessons from the Science Education Initiative
Carl Wieman
Harvard University Press, 2017

Too many universities remain wedded to outmoded ways of teaching science in spite of extensive research showing that there are much more effective methods. Too few departments ask whether what happens in their lecture halls is effective at helping students to learn and how they can encourage their faculty to teach better. But real change is possible, and Carl Wieman shows us how it can be brought about.

Improving How Universities Teach Science draws on Wieman’s unparalleled experience to provide a blueprint for educators seeking sustainable improvements in science teaching. Wieman created the Science Education Initiative (SEI), a program implemented across thirteen science departments at the universities of Colorado and British Columbia, to support the widespread adoption of the best research-based approaches to science teaching. The program’s data show that in the most successful departments 90 percent of faculty adopted better methods. Wieman identifies what factors helped and hindered the adoption of good teaching methods. He also gives detailed, effective, and tested strategies for departments and institutions to measure and improve the quality of their teaching while limiting the demands on faculty time.

Among all of the commentary addressing shortcomings in higher education, Wieman’s lessons on improving teaching and learning stand out. His analysis and solutions are not limited to just one lecture hall or course but deal with changing entire departments and universities. For those who want to improve how universities teach science to the next generation, Wieman’s work is a critical first step.

[more]

logo for American Library Association
Information Literacy Assessment
Standards-Based Tools and Assignments
Teresa Y. Neely
American Library Association, 2006


Send via email Share on Facebook Share on Twitter