Suggests that advisory committees be established for each curriculum in the community college as a way of maintaining a close liaison with the community served. Also suggests that the advisory committees review program objectives, course requirements, and course content. Offers suggestions for working effectively with advisory committees. (DMM)

This document integrates reports, perspectives, and concerns from four major discussion groups that participated in a June 1994 workshop on restructuring engineering education. Discussion groups focused on four topics--students, faculty, curricula, and experiential learning. Four major recommendations emerged from the meeting: (1) engineering…

The roles of the institution itself, faculty, the board, and issues of curriculum, finances and financial information in college closing are discussed. The pressures generated by closing often force resolution of difficult problems, even the definition of function and purpose felt by many institutions. (MSE)

Arguments for and against extension of dental education to a mandatory five years because of current overcrowding of dental curriculum are presented in debate form. Affirmative arguments center on the inefficacy of restructuring existing curricula, and arguments against focus on current curricular inefficiency, costs, and other practical…

In a long-standing debate, those who argue that "useful" studies are liberal have often appealed to Franklin, while those who oppose this have usually appealed to Aristotle. Both of these historical appeals are flawed, however, a fact revealing deeper misunderstanding in the contemporary debate. (Author/MSE)

The job of college music programs is not only to teach the classics but also to teach and encourage appreciation of the relative merits of all forms and periods of music, and to teach methods of evaluating musical quality. (MSE)

Experiential learning holds potential for revitalization of the liberal arts, since the experiential strategy steers clear of both indoctrination and subjectivity. In the moral realm, students learn that conduct itself, and not just theory, is the ultimate concern. (MSE)

An exact humanistic context, it is argued, should guide efforts to review the condition of undergraduate education. The contextual implications for students and faculty, as well as for the way curricula are organized and implemented within and among the academic disciplines are discussed. (MLW)

Presents excerpts relating to community and junior colleges from a President's Commission on Foreign Language and International Studies report. Encourages community colleges to increase enrollment in foreign languages and international studies and to develop a center for international studies. (CAM)

In its own fashion, philosophy encompasses everything and reflects the whole. Thus it has a special role in the liberal arts curriculum whose purpose is generality and breadth. Philosophy translates the generality of the liberal arts into reason and theory in an attempt to make the whole conceptually articulate. (JMD)

Despite recent attention to liberal and general education, the fine arts and their relationship to liberal education receive scant attention in terms of curricular reform at the institutional level. It is suggested that the fine arts should be an integral part of the undergraduate curriculum. (Author/MLW)

Higher education's problems of adjustment and survival during World War II are discussed. Topics include acceleration of college programs in general, emphasis of vocational training, and staff and equipment diversion from undergraduate teaching to the war effort. (Article originally published in 1942.) (AF)

Reviews the historical position of community colleges toward general education and describes the present situation in terms of the results of a survey of 254 deans of instruction as to dominant curricular approaches, future plans, and perceived obstacles to change. Lists forces against and favoring general education. (AYC)

Addresses what technology will do for higher education and what it cannot do. Advocates realism about its ability to make profits and improve pedagogical practice. (EV)

Using the example of an online service learning course, makes a case for the inclusion of service learning in higher education and the ability to do so seamlessly by using new communication technologies. (EV)