ERIC Number: ED032029
Record Type: Non-Journal
Publication Date: 1967-Aug
Reference Count: N/A
A Report on the Experimental College of the Student Government of the University of North Carolina.
Kiel, David; Fowler, Terry
The founders of the Experimental College (EC) at the University of North Carolina attempted to design an educational program based on interest motivation and providing a learning situation in which students were active participants. Beliefs held by the student founders that most regular University courses were not stimulating learning or creative abilities of students were later confirmed by survey results. Although 410 students registered for the 25 EC courses included in this survey, almost 200 were prevented from attending because of class size limitations. Most students accepted responsibility for their own learning and continued to attend the EC classes until an agreed upon termination date. Students attending EC represented a great variety of academic majors, performed better academically than the general student body, and were more enthusiastic about EC courses than were regular students about University courses. EC course leaders and students agreed that much learning took place in terms of both absorbing content and acquiring learning skills. Most courses used seminar formats emphasizing freedom and student participation and direction. It was clear from the data that "educators need to pay much greater attention to personal interest as a prime factor in motivating a student to learn." Implications of the findings for the University are discussed and recommendations made for immediate and long range changes in the University program called for in light of the EC experience. (JS)
Descriptors: Curriculum, Experimental Colleges, Experimental Curriculum, Higher Education, Learning Processes, Motivation, Self Directed Groups, Student Motivation, Student Participation
U.S. National Student Association, 2115 S Street, NW, Washington, D.C. 20008 ($.25)
Publication Type: N/A
Education Level: N/A
Authoring Institution: North Carolina Univ., Chapel Hill.