Although certain ethical issues in faculty employment have received attention, little consideration is given to others, such as the teaching role and avoidance of practical ethics in the curriculum. There are several possible reasons for this neglect, particularly the anxiety potential of the topics. College faculty must put their own ethical…

Those believing that liberal arts, taught as the civic arts, should be a significant part of the college curriculum must insist on a radical change to a core liberal arts curriculum of one or two years within the university, to precede vocational training and specialization. (Author/MSE)

A three-year bachelor's degree curriculum is recommended for motivated and well-prepared college students, for some majors. Advantages foreseen include savings in time and money, an improved college atmosphere, higher persistence rates, and less need for departments to lower standards and resort to mass marketing efforts. (MSE)

Although financial tools, knowledge, and techniques are used daily in social service organizations, financial development and management have been treated superficially in the social work education curriculum. Reasons for strengthening this area are discussed and suggestions for effecting change are offered. (MSE)

The curriculum of the Western College Program at Miami University is used to illustrate the effective use of the interdisciplinary approach to undergraduate curriculum. The importance of finding the right question and stating it so the disciplines can complement, not talk past, one another is emphasized. (MSE)

Issues of the value and direction of liberal education are viewed from three perspectives: content, intent, and consequences of liberal arts. Educators are encouraged to characterize their own positions and those of their colleagues as a way of understanding their own and others' priorities. (MSE)

The authors advocate the adoption, in Michigan and elsewhere, of the recognized specialist, Certified Behavior Therapist. (DB)

The essay analyzes the issues of outdoor education in the context of the liberal arts educational institution. Discussed are faculty attitudes and the issues of academic standards. An example curriculum is described. (RE)

Expresses the concern that the qualifications demanded of Black Studies program administrators are often not rigorous. Analyzes the characteristics of 53 applicants for the position of Head of the Department of Afro-American Studies at the University of Cincinnati. Points out that most applicants did have qualifications for the job. (BE)

Nongovernmental accreditation of institutions and programs, a uniquely American process, is discussed. Institutions are shown to bear a large responsibility for making accreditation work as a major tool for improvement. The accreditation process, specialized accreditation, and future developments are described. (Author/LB)

Traces the development of higher education in the United States and the history of criticism of it. Then looking forward, warns educational leaders of the dangers of lowered academic standards and expectations, the open door, and compartmentalization of education and work. Urges them to initiate change and control society's direction. (AYC)

A warning is issued on the limiting effects of too much emphasis on career education. (JD)

Notes a trend in college composition courses away from teaching composition to teaching communication skills. (MKM)

Discusses affordability of developmental education, maintenance of transfer curricula and general education requirements, prospects for individualized curricula, developing a community education ethic, reconciling curriculum with students' course taking pattern, and organization of curriculum. (MB)

Discusses the problem with the career track in graduate study in astronomy. Reports that the number of postdoctoral positions has doubled in the last ten years and far exceeds the number of tenure-track openings in astronomy departments. (DDR)