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ERIC Number: ED212189
Record Type: RIE
Publication Date: 1981
Pages: 286
Abstractor: N/A
Reference Count: 0
Quality in Liberal Learning: Curricular Innovations in Higher Education. A Report of Project QUILL.
Guroff, Katharine S., Ed.; Boeker, Margaret C.
Conference proceedings and descriptions of 62 projects funded through Project QUILL (Quality in Liberal Learning) are presented. Project QUILL, which began in 1978, awarded small incentive grants to higher education institutions to encourage new approaches to the integration of traditional disciplines, professional education, and the needs of adult learners. QUILL grants funded one-time efforts at curricular experimentation as well as first steps in the development of large-scale programs. These projects ranged from interdisciplinary courses in agriculture, American Indian studies, science and society, and theories of the mind, to examinations of the nature of ethical behavior in law enforcement, medicine, business, and science. Continuing education projects examined such topics as liberal arts for health professionals, business administration students, and reentry women. Strengths and weaknesses are described of 28 projects that cross disciplinary boundaries, 10 projects that improve continuing education, and 24 projects that combine career education and liberal learning. Additional contents include: three papers from a 1980 QUILL panel on innovation in creating new programs in liberal learning; 13 papers from a 1981 conference on improving quality in liberal learning; and brief descriptions of eight QUILL II projects on liberal learning for leadership. Among the topics addressed by the 1981 conference are business/industry and liberal learning, and liberal learning in continuing education. (SW)
Association of American Colleges, Publications Desk, 1818 R Street, N.W., Washington, DC 20009 ($6.00, prepaid).
Publication Type: Reports - Descriptive; Collected Works - Proceedings
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: Association of American Colleges, Washington, DC.
Identifiers: Project QUILL