Student-designed curricula: The graduate and professional school reaction.

Autor/in	Koren, Claudine Schweber
Titel	Student-designed curricula: The graduate and professional school reaction.
Quelle	In: Research in higher education, (1973) 3, S.215-223Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/BF00991530
Schlagwörter	Graduate School; Education Research; Recent Change; Professional School; School Work
Abstract	Abstract Recent changes in undergraduate programs now enable students to design their own curricula. In the process, many students define their post-baccalaureate goals as graduate school or professional school work. This study investigated how a graduate department or professional school would react to an applicant with a self-designed program. Questionnaires were distributed to admissions directors of the 58 graduate departments and professional schools of the State University of New York at Buffalo, a major university center in the state. The results indicate that recognition of differences between student-designed programs and standard (university-designed) ones are only beginning. Thus, (1) special-degree students are initially not differentiated from other applicants, e.g., in the first sift; (2) criteria for effectively evaluating special-program applicants, as distinct from standard ones, are necessary. To date it is the applicant's responsibility to document and communicate his worth and that of his endeavor. Admissions personnel are eager for additional information.
Erfasst von	OLC
Update	2023/2/05