ERIC Number: ED338118
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
Assessment, Improvement, and Cooperation: The Challenge of Reform in Higher Education.
This monograph contains a collection of six national commission reports that address the nation's need to improve undergraduate education. The reports present findings and recommendations that target policy (public and institutional), programs (college and university), and constructive changes in institutions of higher education, as well as their expected outcomes. Although the discussions focus primarily on higher education, consideration is also given to the various reports concerned with American high schools. Each of the reports addresses a decline in general liberal education and calls for national efforts to strengthen undergraduate programs in two-year colleges, senior colleges, and universities. The specific thrusts of the reports are basically as follows: (1) the reordering of national priorities to make a full and unequivocal commitment to learning; (2) a redefinition of the meaning and purpose of baccalaureate degrees; (3) the improvement of undergraduate education in virtually all aspects; (4) the development of comprehensive state strategies for educational improvement; (5) the restoration of the humanities to their central position in college curricula; and (6) the inducement of more active involvement in learning on the part of students. Appendices include an annotated bibliography on American high school reform, and a list of the sponsors of major commission reports. Contains a 64-item bibliography and an index. (GLR)
Descriptors: Curriculum Development, Educational Change, Educational Cooperation, Educational Objectives, Educational Policy, High Schools, Higher Education, Outcomes of Education, Policy Formation, Secondary Education, Two Year Colleges, Undergraduate Study, Universities
Institute of Higher Education, University of Georgia, Athens, GA 30602 ($6.00).
Publication Type: Collected Works - General
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: Georgia Univ., Athens. Inst. of Higher Education.