A Student, A Teacher, A Place to Learn
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are major items of culture, knowledge and controversy in the mid-’90s,
but some would have been meaningless or puzzling or trivial even
when my son started graduate school in 1991. Every term on the list,
each an artifact of its moment, bears heavily somewhere on the curriculum.
The curriculum, any curriculum in its time, takes life in the context
of discovery created by a research faculty -- like UCLA’s faculty
-- deeply engaged in the currents of academic and cultural change
that give such a list its meaning.
are many more benches and many more students at UCLA than at the
Williams of Mark Hopkins. And UCLA’s teachers, who are also its
scholars and scientists, care no less about learning than Hopkins
cared. Their expertise, their enthusiasm, their engagement in discovery
are the best basis for better education on our campus. Brian Copenhaver
is provost of the College of Letters and Science.