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This document reviews the concept of government within the university structure. Three phases of university government are discussed. The first section concerns the distribution of power within the university. Power competition among (a) trustees and administrators, (b) faculty, and (c) students is reviewed. The second section looks closely at the end purposes of this struggle for power and the objectives of administration within a university. The third section indicates factors necessary to provide a working framework of government within the university. The factors involve purpose, organization of decisionmaking, administration and financing. (MJM)

This discussion emphasizes the need for a new perspective from which to understand the dynamic interchanges between the persons involved in the educational experience. Both teacher and student are urged to work together, simultaneously confronting not only the problems of their field of study but the wider human concerns of contemporary life as well. The unifying purpose of the educational adventure takes them out of their dyadic student-teacher relationship where their interests are made to conflict. (MJM)

Presented in this document is a discussion of faculty participation in academic governance. Within this context, the discussion is broken into categories concerning oligarchy and anarchy, professionalism and unionization, academic policy and purpose, leadership and authority, and constitution and structure. It is felt that much of the present agitation over faculty rights in academic government is misplaced. Furthermore, it is part of a deplorable drift toward unionization in the profession of college teaching. The dominance of the labor-management model is tending to fragmentize the collegiate system into bailiwicks, presided over by interest groups. It is felt that such a system will be less purposive, more susceptible to sectarian pressures, and more responsive to private interests. (HS)

This discussion provides a nine-step base for improving instruction on the college level. Emphasis is placed on the need for higher levels of imagination and desire on the part of administrators and professors, plus the desire to develop both financial and manpower support to implement the nine-step basis for change. Applications and examples of the base for improving instruction are presented. Suggestions and cautions on implementation are indicated. (MJM)

This document reviews the state of governance. The need for governance based on a process of social adaptation for organizations and institutions is stressed. However, regardless of the differing mechanism for governance, it is suggested that the central theme of governance does make a difference in defining and maintaining the fundamental goals of the higher education system. (MJM)

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)

The role of private colleges is reviewed in light of the burgeoning system of public universities and colleges. Emphasis is placed on an overview of both public and private universities, the small college, and the humane college. (MJM)

In 1969, Hiram College implemented an integrated curriculum emphasizing interdisciplinary studies along with increased student freedom and responsibility. Factors contributing to the successful implementation of the curriculum, evaluative description of the curriculum and its goals, and the impact of the curriculum on Hiram students are discussed. Recommendations for similar program development suggest: (1) a significant reduction in the number of general education courses required for graduation, (2) emphasis on interdisciplinary and nondepartmental approaches, (3) opportunities for freshmen and faculty to get together in settings which facilitate modeling and joint intellectual endeavor, and (4) the college should be content to educate fully the student constitutency it now enrolls rather than setting as its goal the recruitment of "better" students. (MJM)

The Colorado College Plan was designed to reconstitute the academic calendar so that student and faculty time would be used more productively. Courses are offered one at a time, rather than simultaneously, in nine blocks, each 3 1/2 weeks in length. The fall semester encompasses four of these blocks and the spring semester contains five. Each block is separated by a 4 1/2 day break beginning on Wednesday noon and ending the following Monday. Preliminary assessments of the plan are positive. (MJM)

In any number of ways, white colleges and universities stunt the development of black students on their campuses. Curriculum designed by and for the various white ethnic cultures very seldom prepares black students to handle issues and to relate effectively to members of the black community. Methods, textbooks, and materials are still overwhelmingly "white" in spite of studies in black heritage. Black students on white campuses also face the difficulty of being evaluated fairly for their work. Standards of grading are either lowered or raised to the detriment of the black students. White institutions have made little attempt to provide an adequate program for transition and adjustment into the white university world for black students. Counseling services neither understand nor are sensitive to the needs of blacks on campus. Black students should be apprised of the situation at white colleges as it really is, and decide which institution is best for them--a black institution that may be having survival problems, or a white institution where blacks must undertake the responsibility of evolving the institution into a multiracial, pluralistic academic community. (Author/PG)

This article discusses alternative possibilities to financial problems within funding programs. Areas covered include faculty load, faculty compensation, course additions, and course scheduling. (MJM)

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)