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ERIC Number: ED403841
Record Type: Non-Journal
Publication Date: 1996-Aug
Pages: 181
Abstractor: N/A
Reference Count: N/A
Lessons Learned from FIPSE Projects III. Written in Collaboration with 31 Directors of College and University Reform Projects Who Tell What Worked, What Didn't, and Why.
Marcus, Dora; And Others
This volume is the third in a series of self-portraits of projects that receive funding from the Fund for the Improvement of Postsecondary Education (FIPSE). The 31 essays in this volume are grouped around seven main themes: (1) school-to-college transition and retention; (2) rewarding effective teaching; (3) improving teaching and learning; (4) improving the undergraduate curriculum; (5) assessment; (6) teacher education, and (7) postgraduate curriculum and instruction. Institutions and organizations represented by these projects include: University of Michigan; Rollins College (Florida); Eastern Washington University; Anne Arundel Community College (Maryland); City University of New York-The City College; City University of New York-College of Staten Island; University of Nebraska at Lincoln; Rhode Island College; Mount Holyoke College (Massachusetts); Saint Anselm College (New Hampshire); University of Delaware; Washington State University; California State University at Northridge; Texas College of Osteopathic Medicine; The Community College of Aurora (Colorado); University of Minnesota; Kennesaw State College (Georgia); University of Oregon; University of Connecticut; Miami University (Ohio); University of Wisconsin at Madison; Mathematical Association of America; Baylor College of Medicine (Texas); University of California at Berkeley; The Center for Applied Linguistics (Virginia); New York Hall of Science; Pace University (New York); California School of Professional Psychology at Alameda; Georgetown University Law Center (District of Columbia). (CH)
Publication Type: Opinion Papers; Reports - Evaluative; Collected Works - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Fund for the Improvement of Postsecondary Education (ED), Washington, DC.