B)noticed C)fixe Passage Two Questions 26 to 30 are based on the following passage. The Carnegie Foundation report says that many colleges have tried to be all things to all people". In doing so, they have increasingly catered to a narrow ded careerism while failing to cultivate a global vision among their students The current crisis, it contends does not derive from a legitimate desire to put learning to productive ends. The problem is that in too many academic fields, the work has no context skills, rather than being means, have become ends. students are offered a variety of options and allowed to pick their way to a d egree. In short, driven by careerism "the nations colleges and universit ies are more successful in providing credentials(x f)than in providing a quality education for their students The report concludes that the special challenge confronting the undergraduate college is one of shaping an integrated core of common learning. Such a core would introduce students to essential knowledge, to connections across the disciplines, and in the end to application of knowledge to life beyond the campus. Although the key to a good college is a high quality faculty the Carnegie found that most colleges do very little to encourage good teaching. In fact they do much to undermine it. As one professor observed: Teaching is important, we are told, and yet faculty know that research and publication matter most. Not surprisingly, over the last twenty years colleges and universities have failed to graduate half of their four year degree candidates. Faculty members ho dedicate themselves to teaching soon discover that they will not be granted tenure (终身任期), promotion, or substantial salary increases.Yet70 percent of all faculty fro y their interests lie more in teaching than in research. Additionally, a equentA) placed B) noticed C) fixed D) judged Passage Two Questions 26 to 30 are based on the following passage. The Carnegie Foundation report says that many colleges have tried to be “all things to all people”. In doing so, they have increasingly catered to a narrow minded careerism while failing to cultivate a global vision among their students. The current crisis, it contends, does not derive from a legitimate desire to put learning to productive ends. The problem is that in too many academic fields, the work has no context; skills, rather than being means, have become ends.Students are offered a variety of options and allowed to pick their way to a d egree. In short, driven by careerism, “the nation’s colleges and universit ies are more successful in providing credentials(文凭)than in providing a quality education for their students.” The report concludes that the special challenge confronting the undergraduate college is one of shaping an “integrated core” of common learning. Such a core would introduce students “to essential knowledge, to connections across the disciplines, and in the end, to application of knowledge to life beyond the campus.” Although the key to a good college is a high quality faculty, the Carnegie study found that most colleges do very little to encourage good teaching. In fact, they do much to undermine it. As one professor observed:“Teaching is important, we are told, and yet faculty know that research and publication matter most.” Not surprisingly, over the last twenty years colleges and universities have failed to graduate half of their four year degree candidates. Faculty members who dedicate themselves to teaching soon discover that they will not be granted tenure (终身任期), promotion, or substantial salary increases. Yet 70 percent of all faculty say their interests lie more in teaching than in research. Additionally, a frequent