Summary Of Disrupting Ourselves By Randall Bass

In “Disrupting Ourselves: The Problem of Learning in Higher Education,” Randall Bass goes into the pressures the current formal curriculum is facing, how other practices have become the center of the graduate learning experience, and how to approach this situation with a different strategic learning design. Bass criticizes how the instructional teaching does not allow for the formal curriculum to be the center of learning while introducing to us a new strategy. To many of us readers, this may come off as shocking. Bass uses cause and effect, comparing and contrasting and a hint of narrating his own experience. In return, we are shockingly presented with a process many of us have lived through that make it difficult to argue against due to our own common experience. In this essay, the author recognizes the formal curriculum is no longer the center of the undergraduate experience due to the highest impact of learning being what is formally known as co-curricular or extracurricular. He suggests implementing those practices into the formal course. But still, he questions everyone in higher education: “Can we continue to operate on the assumption that the formal curriculum is the center of the undergraduate experience?” (Pg.24) Randall Bass has a pretty strong idea of what the current formal curriculum is undergoing. He is currently a provost for Education, and a professor of English at Georgetown

In this segment, he does not use a personal experience form of it, but rather he tries to unite all readers. He uses the term “we” constantly. This unites his targeted audience which makes them feel more connected to the reader and more likely to side with him and resonate. He states there is 4 changes needed to be made in order to move forward that include acknowledging learning has took a new shift, move beyond old assumptions, move beyond faculty change model, and finally take the problem that is currently taking place very