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The question dealt with in this report is whether a general and introductory principles of economics class can be conducted without traditional lectures and yet achieve the goals of the survey course at least as well as the typical lecture approach, while continuing to be at least as attractive to undergraduate students enrolled therein. The assumption herein is: if the experimental group does at least as well as the control section and is at least as attractive to students when the instructor is freed from the traditional lecture, then the instructor is limited in the total number of students he can handle only by strictures of discussion group size. In this context, the instructor is freed to use the scheduled classroom time to innovate and mitigate particular groups and individuals in the class. Results indicate that lecturing is not always the best way to conduct introductory survey courses composed of large numbers of students meeting a requirement, particularly in disciplines where adequate content materials are available. Communicating information and motivating inquiry, however, is an important dimension of any such course. It is felt that valuable faculty time and energy should be reserved for dealing with students when the students feel that they need help or are inspired to move beyond goals that have been established for them. (Author/HS)

Seventeen suggestions to create an exciting innovative learning experience for undergraduate liberal arts education are listed. Suggestions concern curriculum and scheduling, requirements, work-study and professional programs, course content, and living-learning and study abroad programs. (MJM)

This report discusses the "Special Admission" program adapted by Pennsylvania State University (P.S.U.) for "culturally deprived" students. Deans from the ten colleges within P.S.U. give their views on the program. There was general agreement arrived at among the Deans in regard to the following: the "special admission" students will not be separated as a group from other entering freshmen; the former students should be assimilated as rapidly as possible into the ranks of the regular students; centralization or at least coordination in selecting the "special admission" students was felt essential; these students should be provided with whatever individual attention is required; and, grading methods should not be altered in any way for the "special admission" students. The Deans, however, vary as to how far in the future they feel themselves committed to continue their efforts for the "special admission" student. (KG)

The black atypical student, defined as that black student who would be excluded from most colleges and universities in America by traditional admission policy, is beginning to find entrance into institutions of higher education. There is no indication reported of these institutions admitting large numbers of black atypical students. In the education of the black atypical student institutions appear to be taking a conservative approach, despite the data that has tended to indicate that the dropout rate has generally been higher for regular students than for atypical students. Institutions of higher education have several options for admission policies. An institution can justify its right to select students on any criteria thought acceptable by its trustees, faculty, and administration without regard to race, religion, creed, or nationality. The institution can also choose to use a random method of selecting students. Or, the institution may choose selectively to extend its educational offerings to varying students under varying criteria. Somewhere within these three options the various institutions are choosing their course. But their response to the black atypical student is still in doubt. It is the conclusion of this paper that the response itself can only be made within a consideration of what it is that a particular institution is and would be. (RJ)

Following initial unsuccessful attempts, the first "Colloquy" program, a student-initiated attempt to reform higher education, was established at the University Park Campus of the Pennsylvania State University. The program was based on (a) nationally known figures addressing a large gathering; (b) nineteen panels involving a total of between 47 and 50 panelists outside the University and 30 to 40 panelists from within the University; and (c) movies, dramatic presentations and other media techniques used throughout the weekend. The success of this experience led to a second program held during the summer term. Based on these two successful experiences, a third "Colloquy" program in 1969 was organized. This experience was a successful unstructured educational experience offering student and faculty avenues of communication. (MJM)

The study concludes that attitudes of American university students toward students from other nations can be altered through group involvement methods, even those lasting for only a weekend. (Author)

The articles listed in this annotated bibliography are most helpful and revealing of the vast literature focusing on the black student in higher education published since mid-1970. As such, this bibliography updates an earlier one (Hull 1970). (Author)

Author presents his selection of most significant writings on the issue of blacks in higher education. (Author/CJ)

This paper looks at the development and practice of an extracurricular "free university" on the University Park campus of the Pennsylvania State University. (Author)