ERIC Number: ED145740
Record Type: RIE
Publication Date: 1964
Reference Count: 0
What Standards Do We Raise? New Dimensions in Higher Education. Number 12.
Hatch, Winslow R.
Critical problems in education are addressed: the criteria of quality, proposed improvements, and methods for bringing about improvement. The problem of setting standards is discussed. It is suggested that quality may be indicated in those colleges: that do the least "telling" and the most "teaching"; that make adequate provision for learning resource centers or their equivalent; that provide the least remedial instruction; whose students do much general reading; whose students spend more than 30 hours per week on out-of-class study; that demonstrate competence in independent study; that offer common or core curricula in conjunction with independent study; whose introductory courses are clearly above high school level; whose aspirations are high but attainable; that can demonstrate gains in critical thinking; whose students are more creative as seniors than they were as freshmen; that have a significant educational impact on students; that are purposefully permissive and flexible; that are deliberately experimental; that defend the principles of academic freedom; where effective teaching is highly regarded and adequately compensated; whose graduates go into teaching in large numbers; who have carefully planned study-abroad programs; who have significant institutional research; and whose counseling program helps both students and the institution. (Author/LBH)
Descriptors: Academic Freedom, Accountability, Bibliographies, Core Curriculum, Counseling Services, Creativity, Educational Assessment, Educational Benefits, Educational Quality, Evaluation Criteria, Guidelines, Higher Education, Independent Study, Individual Development, Institutional Characteristics, Outcomes of Education, Salaries, Standards, Student Characteristics, Study Abroad, Teacher Effectiveness, Teaching Methods
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Office of Education (DHEW), Washington, DC.
Note: Parts are marginally legible due to type size