The Study of Education at Stanford (SUES) leads to major reforms of undergraduate education

Recommendations passed by the Faculty Senate include the introduction of new breadth requirements in “Aesthetic and Interpretive Inquiry” and “Creative Expression.”

The Study of Undergraduate Education at Stanford (SUES) launched in 2010 to “review our curriculum, to reaffirm or revise our goals for undergraduate education, and to ensure our requirements reflect our stated goals.” [The previous study had been called CUE, the Campaign for Undergraduate Education.] As James Sheehan, Professor of History, wrote in his foreword to the SUES Report, “The SUES report is a radical document, less because it proposes to redesign undergraduate education than because it tries to get at the root of teaching and learning. The report asks us to think beyond the categories around which the curriculum is conventionally organized. By emphasizing skills and capacities, ways of thinking and doing, and especially by aspiring to integrate undergraduates’ academic experiences, the report encourages both students and teachers to reconsider what they do, how they do it, and why it matters.

The report is also a conservative document because it is tightly connected to Stanford’s distinctive character and traditions. It rests on a careful and comprehensive examination of current practices. Moreover, no other study of undergraduate education at Stanford has been so conscious of previous efforts at reform. Those involved in the Commission on Undergraduate Education, SUES’s immediate predecessor, will be particularly gratified by the ways in which the study amplifies, amends, and sometimes corrects CUE’s efforts.”