College Curriculum: Shape, Influence, and Assessment. Staff Analysis of a Panel Discussion Conducted by the National Commission on Excellence in Education (Kingston, Rhode Island, August 27-28, 1982).

Autor/in	Adelman, Clifford
Institution	National Commission on Excellence in Education (ED), Washington, DC.
Titel	College Curriculum: Shape, Influence, and Assessment. Staff Analysis of a Panel Discussion Conducted by the National Commission on Excellence in Education (Kingston, Rhode Island, August 27-28, 1982).
Quelle	(1982), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Articulation (Education); College Credits; College Curriculum; College Instruction; College School Cooperation; Degrees (Academic); Educational Quality; General Education; Liberal Arts; Postsecondary Education; Student Characteristics + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Hochschullehre; Quality of education; Bildungsqualität; Allgemein bildendes Schulwesen; Allgemeinbildung; Post-secondary education; Tertiäre Bildung
Abstract	Perspectives on characteristics of college curricula, their influence, and assessment are analyzed, based on a 1982 panel held for the National Commission on Excellence in Education. Discussion topics pertaining to programs and degrees included the proliferation of programs, the college credit hour, changing student constituencies, vocationalism and its effects, and institutional values. Topics concerning the course included the quality of instruction, teaching strategies, the institutional commitment of faculty, and student motivation and expectations. In addition, issues regarding the influence of college curricula on high schools were addressed. Conclusions of the panel include the following: (1) the quality of undergraduate teaching is more important than the content of curriculum in the search for excellence; (2) changes in the course offerings of general education requirements in colleges do influence what high schools offer and what high school students take; (3) and although integrative, or synthetic, thinking is difficult for college students to master, most college curricula do not address this thinking mode. Additional concerns include: the cost of excellence, advocacy for liberal/general education, the role of federal aid, and the value of personal improvement courses. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC