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This monograph is concerned with changes, innovations, and reforms in graduate education in the arts and sciences. It was written as an aid to faculty and administrators who must plan graduate programs in the future. While it does make suggestions and recommendations, it is chiefly intended to raise questions and to suggest ways by which graduate curricula may be examined and changed. Thus the book stands as a connecting link between the body of serious but unsystematic criticisms of graduate education of the past and what may become a thorough analysis of actual change of graduate education in the future. (Author/HS)

This is one of a series of policy alternative papers commissioned by the California Legislature's Joint Committee on the Master Plan for Higher Education. Most of the papers are directed toward synthesis and analysis of existing information and perspectives in the area of graduate education in California. Topics cover the various aspects of graduate education, plans for graduate education, patterns of graduate education, considerations for policy decisions, and alternatives for California. A related document is HE 004 068. (MJM)

This report is one of a series of papers on policy alternatives commissioned by the California Legislature's Joint Committee on the Master Plan for Higher Education. Most of the papers are directed toward synthesis and analysis of existing information and perspectives on the role of research in California. Topics cover the categories of research and development, current research policy, assessment of research, segmental research aspirations, research policy in other states, emerging federal policy, policy alternatives, and conclusions. (MJM)

This monograph discusses some of the reforms and changes that have taken place in professional schools. Chapter I discusses: (1) the nature and characteristics of professions; (2) the evolution of professional education; (3) the purposes of professional education and some of its persistent problems; and (4) the forces that are pushing for radical change in professional education. Chapter 2 deals with the unresolved issues, including issues of national and social policy and relationships in the professions and between the professional schools and the university, as well as curricular problems. Chapter 3 describes attempted reforms including (1) reforms in undergraduate education, such as curricular changes, calendar changes, changes in the use of the media, and in new interdepartmental approach; (3) flexibility in course requirements; (4) changes in the calendar; (5) new organizational patterns; (6) new clusters of academic units; (7) changed admissions policies; (8) reconsideration of academic degrees; (9) innovations in teaching techniques; (10) the adding of internationalism to the curriculum; and (11) attempts to develop in the student a sense of morality, ethics and professional identity. Chapter 4 deals with models, guidelines and criteria for reform. (AF)

This report examines current trends in long range planning for colleges and universities and projects the broad outlines of American higher education of 1980. Chapters cover evaluation of coordination and long range planning; the structure of state-wide planning and coordination; master plans for higher education; voluntary coordination and long range planning; institutional long range planning; assessment of planning and coordination; and the future of American higher education. The appendix includes statistical data and information related to state-wide coordination, planning, and individual state status. (MJM)

This pamphlet contains a review of books on higher education that were published in 1968. The publications are organized under 10 headings: educational policy and polemics, students, types of institutions, administration, curriculum, teaching and teaching techniques, public policy, history, guides and reference works, and "A Little of This, a Little of That," which covers a miscellaneous group of books. An index of authors and titles is also included in the pamphlet. (WM)

The fundamental needs and urges of undergraduate students should and can be accommodated in the curriculum. However, the large body of information on student development is little reflected in curricula, college organization or instruction. Revitalized instruction depends upon the teacher's acceptance of certain postulates: that students have drives which operate toward healthy development if given opportunity, encouragement and freedom; that learning is not necessarily logical but psychological and gets direction and energy from the learner, not the discipline; that cognition and emotion are equally valuable and should be cultivated; that the interaction of peers is a much greater force than interaction between younger and older. Present faculty training and interests, the reward system, admissions process, organization of the curriculum and rules governing it all work to distort and hamper personal development. The curriculum should include: general courses providing a common body of allusion, illustration and principle necessary for people to communicate and share the same culture; liberal studies enabling students to sample different fields; contextual studies; and specialized courses. A much greater use of "affectively charged" courses would be appropriate, especially during the early years. Recognition should also be given to student desires for personal identity and satisfying interpersonal relationships and to the need to educate for the use of leisure time. Recommendations and a model curriculum are included. (JS)

There seems to be 3 distinct types of higher education organizations that operate in response to unique demands and imperatives: (1) institutionally based organizations such as those acting collectively through the American Council on Education, (2) those interested in the furtherance of separate disciplines, and cooperating through the American Council of Learned Societies, and (3) those that are individually based, each one concerned with the broad processes of education. The individually based organizations do not yet have an agency through which to bring their joint efforts together. These organizations should form a Washington based consortium or council, financed by yearly organizational and individual dues, to serve the interests of both the organizations and their individual members. In the beginning, the consortium could seek out and disseminate data from federal and state governments of relevance to higher education, assume some of the newsletter functions from member organizations, provide staff resources for those organizations that needed them, develop major research and data-gathering capacities, and convene in plenary sessions at least every 2 years. It could also develop cooperative projects, create an educational policies commission, and utilize the expertise of member groups. A list of other activities is included, with a focus on activities that would bring the organizations together for working toward major goals. (WM)

This extensively annotated bibliography of materials on higher education published in 1969 is divided in seven categories: (1) educational theory and policy; (2) curricular matters; (3) governance, organization and administration; (4) problems of different types of institutions; (5) drugs and students; (6) teachers and teaching; and (7) bibliographies and guides. A list of books received, but not reviewed, is included, as well as an index of the authors and titles reviewed. (AF)

To stimulate innovation and the modification of instructional practices as well as to encourage discussion and experimentation aimed at the development of theories about the process of change, some of the new techniques and practices in use at a few colleges and universities are discussed and mechanisms are suggested for generating change. Innovative techniques include the use of television and other audiovisual media, flexible class scheduling, new grading methods, interdisciplinary courses, independent study, and cooperative work programs. In order to introduce new techniques successfully, it is essential to convince the faculty of the need for change. This can be done through faculty workshops and orientation sessions, manipulation of the traditional systems of rewards, prerogatives, and perquisites, and by involving the most respected and influential faculty members in the process of change. Strong administrative leadership and interest are critical for successfully engineering change in the instructional process. (AM)

More and generally better books on higher education appeared in 1967. A great number of them were concerned with solving problems related to institutionalized religion at a time when the church-related college in the US finds itself confronted with the most serious challenges of its long history. Several better than average institutional histories as well as a few excellent biographies were added to the literature. Although they were not major literary works, several novels revealingly depicted discords within the academic community. Some of the books on Negro education seem to be of such significance that they will affect the future course of events: International education received more than usual attention from authors. Canada emerges as the most important producer of works on higher education with topics ranging from the undergraduate curriculum to governance and graduate productivity. A total of 124 books are reviewed in varying detail. (JS)

GENERAL OBJECTIVES OF COMMUNITY COLLEGES WERE FORMULATED BY AN ADVISORY COMMITTEE FOR THE COMMUNITY COLLEGE PLANNING CENTER. THE COMMITTEE SOUGHT TO DEFINE THE NATURE OF THE COMMUNITY COLLEGE, ITS ROLE IN THE EDUCATIONAL SYSTEM, AND THE CRITICAL PROBLEMS FACED BY THOSE PLANNING COMMUNITY COLLEGE FACILITIES. AN OVERVIEW OF PRESENT THINKING ABOUT FACILITY NEEDS AND ISSUES WAS PRESENTED AND GUIDELINES INDICATED FOR PLANNING THE COMMUNITY COLLEGE. (BH)

GROWTH OF STUDENT POPULATIONS AND THE KNOWLEDGE EXPANSION NECESSITATE CAREFUL PLANNING IN THE COMMUNITY COLLEGE. PLANT PLANNING DEPENDS ON INSTRUCTIONAL PROGRAM PLANNING, STAFF EMPLOYMENT AND ORGANIZATION, STUDENT PLANNING, FUNDING AND COMMUNITY RELATIONSHIPS. PLANNING SHOULD INVOLVE THE ADMINISTRATIVE STAFF, LIBRARIAN, FACULTY, OTHER STAFF, RESOURCE PERSONNEL AND THE ARCHITECT. MASTER PLANNING, AN IMPORTANT FIRST STEP, INCLUDES COMMUNITY ANALYSIS, COLLEGE ANALYSIS, MASTER SCHEDULING, PREPARATION OF EDUCATIONAL SPECIFICATIONS, CONSTRUCTION SCHEDULES, SITE SELECTION, AND CAMPUS PLANNING. THE CAMPUS SHOULD REFLECT PLANNING OF INSTRUCTIONAL FACILITIES, LIBRARIES AND MUSEUMS, COCURRICULUAR ACTIVITY CENTERS, INSTITUTIONAL SERVICES, PHYSICAL EDUCATION WITH ITS RELATED ACTIVITIES, AND HOUSING. IT SHOULD BE CHARACTERIZED BY INTEGRITY AND UNITY, A RELATIONSHIP TO THE COMMUNITY, FLEXIBILITY, AND GROWTH POTENTIAL. CONSIDERATION SHOULD BE GIVEN TO THE TIME TO PURCHASE OR BUILD, EXPERIMENTAL DESIGN, PLANNING FOR QUALITY, CHOICE OF AN ARCHITECT, SITE ANALYSIS, USE OF EXISTING FACILITIES, CLASSROOM SIZE AND TYPE, UTILITIES, TEMPORARY BUILDINGS, SCIENCE LABORATORIES, RESEARCH FACILITIES, STUDY SPACES, TELEVISION, THE BOOKSTORE, THE COLLEGE UNION, AND FOOD SERVICES. (WO)

A CONFERENCE OF ARCHITECTS, URBAN PLANNERS, COMMUNITY COLLEGE PRESIDENTS, AND EDUCATIONAL THEORISTS MET TO DISCUSS THE POSSIBILITY OF LOCATING JUNIOR COLLEGES IN CENTRAL CITIES. THE JUNIOR COLLEGE CAN MEET URBAN NEEDS FOR RETRAINING, FOR ADULT EDUCATION, FOR TRANSFER, AND FOR CREATING AN INFORMED ELECTORATE. THE COLLEGE LOCATION SHOULD ASSIST IT IN ACHIEVING ITS RESPONSIBILITIES FOR THE GREATEST NUMBER OF PEOPLE. SUBURBAN SITES ARE SUPPORTED BY A RURAL IMAGE, DESIRABILITY OF THE NEIGHBORHOODS, SPACE LIMITATIONS, AND LAND COSTS. URBAN COLLEGES MAY (1) ENCOURAGE GREATER ATTENDANCE BY DISADVANTAGED GROUPS, (2) ENCOURAGE MORE EFFECTIVE USE OF LIMITED SPACE, (3) BECOME MORE SENSITIVE TO NEEDS OF BUSINESS AND INDUSTRY, (4) INCREASE AVAILABILITY OF PART-TIME STUDENT WORK, (5) OFFER GREATER ADULT EDUCATION OPPORTUNITY, AND (6) HAVE PROXIMITY TO CULTURAL ATTRACTIONS. NEW PLANNING CONCEPTS ARE NEEDED, DEPARTING FROM TRADITION AND PROVIDING FOR GROWTH AND COMMUNITY INVOLVEMENT. BUILDING DESIGN MAY INCLUDE THE HIGH RISE PRINCIPLE AND SHARED USE OF BUILDINGS, LAND, AND OTHER FACILITIES. THE URBAN COMMUNITY COLLEGE CAN AFFECT AND BE AFFECTED BY URBAN RENEWAL PROCESSES, WITH EACH ACTIVITY CONTRIBUTING TO THE OTHER. THIS DOCUMENT IS ALSO AVAILABLE FOR $0.50 FROM THE WESTERN REGIONAL CENTER OF EDUCATIONAL FACILITIES LABORATORIES, INC., SCHOOL OF EDUCATION, STANFORD UNIVERSITY, STANFORD, CALIFORNIA. (WO)

THIS STUDY CRITICIZES MAJOR EXISTING THOUGHTS ABOUT COLLEGIATE CURRICULA AND SUGGESTS SOME PRINCIPLES BY WHICH CURRICULUM PROBLEMS MIGHT BE SOLVED. SOLUTIONS MUST BE DEVELOPED TO DEAL WITH SUCH CURRICULUM ISSUES AS (1) CULTURE-UTILITY, (2) GENERALITY-SPECIFICITY, (3) ELECTIVE-PRESCRIBED, (4) STUDENT ORIENTED-SUBJECT ORIENTED, (5) DISCIPLINE ORIENTED-PROBLEM ORIENTED, (6) TRADITIONAL-NONTRADITIONAL, AND (7) SCIENCE ORIENTED-HUMANITIES ORIENTED. IN RESOLVING THESE BASIC ISSUES, THE UNIVERSITY SHOULD RECOGNIZE (1) THE PROPER ROLE OF UNDERGRADUATE SCHOOLS, (2) STUDENT CHARACTERISTICS AND NEEDS, (3) GRADUATE PERFORMANCE AND ATTITUDES, (4) FACULTY MEMBER AGES, ABILITIES, AND INTERESTS, AND (5) COMMUNITY EXPECTATIONS. CURRENT AND PAST CURRICULUM PRACTICES INCLUDE (1) EXPERIMENTAL PROGRAMS STRESSING STUDENT-TEACHER INTERACTIONS, (2) COOPERATIVE WORK-STUDY PROGRAMS, AND (3) EMERGENT PROGRAMS RELATING TO CURRENT IMPORTANT PROBLEMS. A THEORY OF CURRICULUM SHOULD BE DEVELOPED ON THE BASIS OF VARIOUS POSTULATES. WITH THE POSTULATES IN MIND, EACH INSTITUTION CAN WORK TOWARD THE DEVELOPMENT OF ITS OWN CURRICULA WHILE KEEPING IN MIND CERTAIN ESSENTIAL PROCEDURES. A CURRICULUM CAN BE CONCEPTUALIZED BY UTILIZING DRESSEL'S MATHEMATICAL MODEL FOR CURRICULUM CONSTRUCTION AND A TWO-WAY CHART WHICH INCLUDES ON ONE DIMENSION THE SUBSTANTIVE AREAS OF THE CURRICULUM AND ON THE OTHER THE SKILLS, TRAITS, AND ATTITUDES NECESSARY TO USE THE SUBSTANTIVE AREAS WELL. THESE PRESENTATIONS WERE MADE AT A WORKSHOP ON INSTITUTIONAL RESEARCH SPONSORED BY THE SOUTHERN REGIONAL EDUCATION BOARD AND THE UNIVERSITY OF TEXAS (AUSTIN, TEXAS, JUNE 19-30, 1966). (HW)

Reviews series and problems faced by the educational administrator training program in the School of Education at Stanford University. (AM)

Outlines three possible forms, based on historical patterns, the college presidency could take depending on how presidents respond to four major conditions: the conditioning of education by economics and status, the high degree of bureaucratic structuring of collegiate institutions, the multicampus-statewide system patterns, and the new kinds of students. (JT)

Presents actions for the 70's that will help produce conditions for faculty and administrators to achieve institutional purposes and productive professional lives, such as: (1) institutional focusing on new markets; (2) identifying with a clientele and developing programs for them; (3) market research; (4) avoiding financial subsidies to attract students; and (5) seeking a distinctive image. (Author/PG)

In a recent listing of 13 functions of higher education, the liberal education of its students, and consequently the whole process of undergraduate teaching and learning, was placed first. Similarly, a recently released comprehensive 1969 survey of 8,500 faculty members in 303 institutions discovered that 78% felt that teaching effectiveness, not publications, should be the primary criterion for promotion of faculty. Although faculty might not like to admit it, teaching methods often need to be improved in colleges and universities. Higher education is faced with a situation where the teaching methods sometimes seem antiquated, where students too often are bored or lost, and where evidence is mounting that the classroom experiences are often of the least importance to undergraduate students. The 5 essays presented in this pamphlet offer suggestions to teaching faculty in the liberal arts. The essays are: (1) Lower Division Students: An Unmet Challenge; (2) Improving Collegiate Education; (3) Innovation and Reform: Why So Rare?; (4) Evaluation Assessment and Public Accountability; and (5) A Panorama of Academic Change. (Author/HS)

The author examines the graduate programs of developed and developing institutions across the United States and finds that the graduate school is the fastest-growing segment of higher education. (MJM)

Herein are discussed the conditions that, if met, appear to be favorable to change in institutions of higher education; some of the barriers to change in institutions of higher education; the effectiveness of a number of specific devices for change in higher education; the categories of change that are open to colleges and universities and the broad techniques and strategies that have or have not worked in bringing change to them; and, finally, generalizations on the innovative process. [Reproduced from best available copy.] (Editor)

The practice of faculty advising is discussed in this monograph. The first article "The Undergraduate Student: Needs and Problems" covers such topics as the search for: (1) identity; (2) an ethical system; and (3) for ways to view reality. The resolution of academic dilemma, the current societal schism and ways of coping with the situation are also discussed. The next articl e is concerned with the collegiate environment, teacher and learner. Topics included in this part are aspects of faculty advisement, and student benefits from such a program. The intent and scope of faculty advising is the theme of the third article. This includes organizational practices, assignment of faculty advisors, and program realities. Advisor preparation and program evaluation are discussed next. Basic philosophy is first presented, followed by brief discussions of cooperative learning, evaluation of faculty advising student perceptions, student achievement, and program procedures. The monograph concludes with projections for the future of advising. Computer assistance, student advising, student self-help, advising in residence halls are all covered in this final chapter. (KJ)

Paper delivered at a meeting of professors of higher education held in conjunction with, but not as an official part of, the National Conference of the American Association for Higher Education (Chicago, March 1969).

Contends it is time to declare to students that there are some matters over which they can exert no direct control; however, that they should be allowed to determine their own private lives, and they should be heard on issues provided their discourse is rational and their protest legal. (RJ)

Results of evaluative studies indicate that learning by independent study does not compare favorably with results of the usual lecture-discussion techniques. (IR)