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  3. The University in Transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly

The University in Transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly

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问题     The University in Transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and non-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.
    The most widely discussed alternative to the traditional campus is the Internet University—a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world’s great libraries.
    Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a "college education in a box" could undersell the offerings of many traditional brick and mortar institutions, effectively driving them out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.
    On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content—or other dangers—will necessarily follow. Counter-movements are also at work.
    Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become "if we believed that child-care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?"
    Co-editor Jennifer Gidley shows how tomorrow’s university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would function much like today’s faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them. A third new role for faculty, and in Gidley’s view the most challenging and rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems.
    Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be "enrolled" in courses offered at virtual campuses on the Internet, between—or even during—sessions at a real-world problem-focused institution.
Judging from the three new roles envisioned for tomorrow’s university faculty, university teachers________.
选项 A、are required to conduct more independent research
B、are required to offer more course to their students
C、are supposed to assume more demanding duties
D、are supposed to supervise more students in their specialty
答案C
解析 本题关键词是three new roles和tomorrow’s university faculty，问题是：未来要求大学教师做什么?可以定位到文章第六段。根据第六段第二句为每个学生量身定制学位和学分课程(assembling customized degree-credit programmes for individual students)，第三句与更多他们自己学术专业之外的学生打交道 (working with many more students outside their own academic specialty)以及第五句最具挑战性最有价值的是意义缔造者(the most challenging and rewarding of all, would be as meaning-makers)，可知未来教师承担的任务要求更高，选项C概括全面，为正确选项。根据首句未来的大学教职人员除了讲课和从事独立研究之外(instead of giving lectures and conducting independent research)，可知选项A和选项B为传统大学教师的角色，属于答非所问。根据第三句教师要与更多自己学术专业之外的学生打交道，可知选项D“应该管理更多自己专业的学生”为正反混淆。
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