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Patients with primary or co-occurring narcissistic disorders are seen routinely in general psychiatry settings. Contemporary trends in training and practice have impacted psychiatrists' skills and confidence in identifying and treating these disorders, which can range from relatively benign to high-acuity presentations. The goal of this article is to introduce key principles derived from transference-focused psychotherapy (TFP) for use by clinicians in general practice in their work with patients with narcissistic disorders, even when those clinicians do not routinely provide individual psychotherapy. Practical application of TFP principles in work with patients with narcissistic disorders in general psychiatry are proposed, including in diagnostic evaluation, family engagement, prescribing, and safety assessment and risk management calculus. Many psychiatrists whose practices are focused primarily on psychopharmacology, or a "medical model," may not appreciate fully the impact of pathological narcissism in their work. Clinicians who may benefit from familiarity with TFP principles in work with patients with narcissistic disorders include the approximately one-half of U.S. psychiatrists who do not offer psychotherapy in their practice. [ABSTRACT FROM AUTHOR]

Several nationally visible institutions--e.g., Harvard, Duke, and Stanford--have made ethics an integral part of their degree requirements. Their high profile commitments reflect a broader trend, discernible across the academy, toward articulating ethics and values and the cultivation of personal and social responsibility as important outcomes of college education. Ethics, values, and personal and social responsibility emerge as prominent themes in the professions' goals for student learning in college. In this paper, the author argues the need for a proactive, high-visibility initiative designed to take these goals seriously, to connect them to a vision of educational excellence for all students and for the larger society, and to provide evidence and assessment tools that demonstrate whether they are being met. (Contains 1 endnote.)

While cost and completion are important issues, they are not the fundamental problems that have put higher learning in crisis. What calls for urgent attention is low "value"--a critical deficit in the quality and quantity of learning in college. To state it as plainly as possible: Most students graduate without learning enough. There is no longer enough higher learning in higher education. State and federal governments primarily focus on cost, retention, and accountability because they want to ensure access, efficiency, and good student outcomes, such as completing a degree and getting a job. But getting in, staying in, and graduating from college matter only if students learn. Otherwise, the whole value proposition of higher education is in serious doubt. Imposing top-down, government-mandated "solutions," such as simplistic assessment requirements based on superficial metrics that do not measure student learning, will only make things worse. The authors contend that it is in responding effectively to the real problems in higher learning--and in helping the college or university avoid well-intentioned but hopeless and potentially counterproductive solutions--that a board has a particular opportunity to advance the interests of both its institution and current and future students. Addressing the crisis in learning will demand substantial and sustainable institutional change. Boards, in dialogue with presidents and faculty members, can establish a vision and set a direction for strengthening student learning that will guide that process of change. To make that possible, boards must appreciate the range of deficits in undergraduate learning today, hone their ability to articulate aspirations that will improve learning, and act as catalytic agents in raising crucial policy issues and questions for their institutions. (Contains 3 resources.)

Describes the community involvement and redevelopment efforts of Trinity College in Hartford, Connecticut, including the implications for curriculum, the importance of evaluation, and the need to institutionalize such efforts. (EV)

Residential liberal arts colleges provide the most important form of undergraduate education for the 21st century, by virtue of their primary focus on teaching, small size, residential nature, quest for genuine community, engagement of students in active learning, concern for a general and coherent education, and emphasis on development of the whole person. (MSE)

One of the major purposes of values education is to help students develop more complex ways of reasoning--to facilitate cognitive development. The purpose of moral education in a cognitive developmental framework becomes the stimulation of the student's capacity for moral judgment. With this goal in mind, the teacher must first be prepared to carefully examine his or her own moral values before entering the classroom. The teacher must have knowledge of the pedagogy of moral discussion. This paper outlines briefly certain characteristics of teaching methods to be used in values education. The teacher must be adept at utilizing questioning techniques to elicit from students constructive social interaction and respect for others' opinions and positions. The teacher should recognize the various developmental stages manifest by his or her students. Values education actually teaches students a cognitive developmental approach for pursuing their own education after the formal educational process has ended. (Author/DS)

Reports a survey of college-bound high school juniors and seniors, their parents, corporate administrators and human resource managers, high school and college faculty and administrators, and recent university and liberal arts college graduates concerning the value, goals, characteristics, and effectiveness of liberal arts education. Highlights twelve significant findings, several trends, and needed changes. (MSE)

A national survey of higher education stakeholders, including college-bound students, parents, executives, human resource managers, and recent graduates, found agreement that problem solving, critical thinking, and writing/oral skills can be defined as career skills and are the most important goals of higher education. However, many don't understand these are at the core of the liberal arts. (MSE)

Education--from preschool through college--is the primary means of improving human capital and is therefore understood to be the single most important factor in the ability of America to compete in [...]

Engaging students in learning has become the rallying cry of higher education during the past several decades, yet passive learning is still customary on many campuses. Trinity College, a small [...]

From Cicero's artes liberals to the trivium and quadrivium of the medical schoolmen, to the studia humanitatis of the Renaissance humanists, to Cardinal Newman's definition in his Idea of a [...]