ERIC Number: ED208795
Record Type: RIE
Publication Date: 1981
Reference Count: N/A
Designing Undergraduate Education. A Systematic Guide.
Bergquist, William H.; And Others
In response to the customary practice of administrators and faculty designing undergraduate programs only in terms of content and sequence, this book encourages presidents, deans, department heads, curriculum specialists, and faculty to take a broader perspective on program planning. Specifically, it advocates consideration of (1) how time and space can be used more efficiently; (2) how campus and community resources can be more advantageously allocated; (3) how departments and degree programs can be better organized; (4) how teaching and assessment methods can be more meaningfully employed; and (5) how effective utilization of all resources can facilitate student learning. The six major components of contemporary undergraudate programs--time, space, resources, organization, procedures, and outcomes--are identified and systematically examined. In separate chapters, all the options for designing each of these components are described, specific examples from hundreds of colleges that have implemented them are offered, and reasons for the success of some of the best are suggested. A wide range of program designs, from the most traditional to the highly innovative, are described and evaluated, with strengths and weaknesses discussed. Ways colleges successfully deal with problems of shifting student interests and diminishing resources are discussed, along with programs that suit the needs of the growing population of adult, women, and minority students. An extensive bibliography is included. (LB)
Descriptors: Departments, Educational Innovation, Higher Education, Nontraditional Students, Organizational Effectiveness, Program Design, Resource Allocation, Space Utilization, Teaching Methods, Time, Undergraduate Study
Jossey-Bass Inc., Publishers, 433 California Street, San Francisco, CA 94104.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: Council of Independent Colleges, Washington, DC.