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ERIC Number: ED013340
Record Type: RIE
Publication Date: 1967-Apr
Pages: 75
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
NEW PATTERNS IN UNDERGRADUATE EDUCATION--EMERGING CURRICULUM MODELS FOR THE AMERICAN COLLEGE. NEW DIMENSIONS IN HIGHER EDUCATION, NUMBER 15.
AXELROD, JOSEPH
THIS REVIEW OF A LITERATURE SEARCH PRESENTS A DESCRIPTION OF NEW MODELS OF UNDERGRADUATE CURRICULUMS THAT ARE COMING INTO EXISTENCE AND COMPARES THE PURPOSES OF THESE NEW MODELS WITH THE WEAKNESSES OF THE OLD MODELS THAT THE NEW MODELS SEEK TO CORRECT. THE NEW MODELS OF UNDERGRADUATE EDUCATION ARE SEEKING TO CREATE, EVEN ON THE LARGEST CAMPUSES, RELATIVELY SMALL PRIMARY GROUPS CONSISTING OF FACULTY MEMBERS AND STUDENTS WHO DEVELOP CLOSE TIES AND WHO CARE ABOUT ONE ANOTHER. THE NEW MODELS HAVE LIBERATED THEMSELVES FROM THE BREADTH-DEPTH CONTROVERSY BY DISCOVERING NEW PRINCIPLES OF UNITY IN UNDERGRADUATE PROGRAMS. THE NEW MODELS ARE TRYING TO BREAK DOWN THE CLASSROOM WALLS AND UNITE BOOKS WITH DIRECT EXPERIENCE TO BUILD A NEW KIND OF CURRICULAR STRUCTURE. THE NEW MODELS ARE ATTEMPTING TO REDEFINE TEACHING AND LEARNING. THEY ASK THE PROFESSOR TO BE, AND ACT LIKE, A LEARNER, ARGUING THAT THIS IS A WAY OF BECOMING A BETTER TEACHER. ALSO THEY ASK THE LEARNER TO PARTICIPATE IN TEACHING, ARGUING THAT THIS IS A WAY OF BECOMING A BETTER STUDENT. THE NEW CURRICULAR MODELS ARE DISSATISFIED WITH THE OLD GRADE AND CREDIT STRUCTURE IN ALL OF ITS ASPECTS. THE AUTHOR STATES THAT AFTER THE NEW MODELS HAVE PASSED THROUGH THEIR INITIAL STAGE OF USE, THEIR FORMULATORS AND USERS WILL FIND THE TASK OF REFINING AND CORRECTING THEM DIFFICULT AND PERHAPS IMPOSSIBLE. HE CONCLUDES (1) IT IS CRUCIAL DURING THE FORMATIVE YEARS TO TEST AND REFINE THE PRINCIPLES ON WHICH THE NEW MODELS ARE BASED AND TO JUDGE THE AVENUES BY WHICH THOSE PRINCIPLES ARE BEING, AND CAN BE, PUT INTO PRACTICE, AND (2) IF THE NEW MODELS ARE WIDELY FOLLOWED, THEY WILL CHANGE THE FACE AND SPIRIT OF AMERICAN UNDERGRADUATE EDUCATION. (TC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Duke Univ., Durham, NC.
Identifiers: N/A