Describes the process undertaken at King's College to create an invigorated teaching and learning environment, including a new Core Curriculum designed to ensure that students engage in cumulative and transferable learning in three general areas. (EV)

Describes the need for learning communities within the context of asynchronous distance education. Highlights include the relationship of community and distance learners; community as social reinforcement and as information exchange; and types of communities, including academic support communities, intellectual support communities, and…

Describes the curriculum and learning objectives at Academy X, a leadership and humanities school for 11th- and 12th-grade students at Sir Francis Drake High School in San Anselmo, California, the primary focus of which is a multiweek student internship divided into four components: the meaningful project, the essential question, the onsite…

Enrollment management has come to be defined in structural terms when what is needed is an understanding of institutional academic context. Concentrating on which offices should be brought together to do enrollment work can lead to being stuck on structure, forcing the institution to reflect enrollment management rather than ensuring that…

Hoping to motivate more California students to finish high school and find future success, the James Irvine Foundation last week announced a new center aimed at expanding work-based learning programs that integrate high-level academics. Called ConnectEd: The California Center for College and Career, the new project will seek to provide solutions…

This "Fastback" provides suggestions for expanding or developing an academic summer program, which is an educational strategy that uses a program evaluation to achieve specific goals or outcomes designed to serve a selected student population in a school or community setting during the summer. Although no single model exists for these programs, a…

Portland (Maine) Regional Vocational Technical Center conducted an integrated studies research project to identify and validate the academic skills and conpetencies embedded in its vocational programs. Recommendations were made to award integrated studies credit for vocational curricula that develop specified competencies in mathematics, social…

This article by the Council of Europe shows that report by the Committee on Upper Secondary Schools could cause a major restructuring of upper secondary education. The new role of the secondary school would be to give all pupils who have completed comprehensive school either vocational training or a basis for further studies at a higher education…

The author describes his experiences and philosophy in teaching creativity as an academic subject to university students. (CL)

This introductory article to this special issue considers four reasons why there has been little research on the academic needs of students with emotional and behavioral disorders: (1) student behavior interferes with instruction; (2) students influence teacher behavior; (3) lack of teacher preparation; and (4) lack of research. (Contains…

Southern Regional Education Board's State Vocational Education Consortium developed a model for integrating vocational and academic education that includes at least three credits each in math and science; four English courses; and four credits in a vocational major and two in related fields. Eight sites implementing the model have narrowed gap…

Instead of departments, a team of English, social science, science, and math teachers plan and implement programs in four career clusters at Dauphin County (Pennsylvania) Technical School. (SK)

Tips for incorporating English and math in welding classes include selling the academic work as essential job-related skills and maintaining a balance between the academic and the technical content. (SK)

In a Maryland high school, physics and chemistry principles are integrated into welding and metals projects, enabling students to work on academic assignments and experiments simultaneously. (SK)

Describes the University of Massachusetts Amherst's commitment to and program of general education for undergraduates, asserting that a curriculum balanced between professional specialization and general education provides the most practical education for a life of visionary leadership. (EV)