The cognitive skills approach to teaching college students, which seeks to train intelligence by explicitly developing learning and thinking skills, has been effectively used in the recent past and students taught by this method have spoken appreciatively of it. Intense verbal interaction is a distinctive feature of the approach. (MSE)

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)

Explores the crucial importance of experience to making meaning. Asserts that much of pedagogy functions backwards by starting with textbooks and theory and then moving to "real world" experience. (EV)

In two decades and despite some resistance, multicultural education has progressed from an idea to a concept that has achieved some institutionalization in higher education. Demographic and global economic change reinforce this trend. Institutions of higher education should have as a primary objective the graduating of students who have not only…

Addresses the epistemological questions that undergird curriculum debates in higher education over the value and vitality of a canon, a need for intellectual and cultural homogeneity, and the articulation of norms for scholarly inquiry. Challenges general education to communicate the value-ladenness of allegedly objective curricula, events, and…

Strategies for locating interdisciplinary knowledge and information for development of college curricula and instruction are outlined, including identification of existing curriculum models and syllabi (through publications, networking, and online searching) and finding literature on the concept of interdisciplinarity in the humanities, social…

A discussion of the increasing conservatism on college campuses looks at education's heritage of cultural geneticism and at the role of the humanities in higher education. It is concluded that cultural diversity must be included, not superficially but in every aspect of the college curriculum. (Author/MSE)

Kurt Cobain's "Journals," in the expressive quality of their form and content, cause one to wonder just why the journal has fallen out of fashion in contemporary composition. Certainly, earlier compositionists in our field saw the journal as a crucial tool for learning to write. And critical theorists (e.g., Maurice Blanchot) find the journal…

This essay argues for sustainability--a course of action and a mindset that meets the needs of the present while being conscious of, and not compromising the needs of, the future--as a robust focus teaching first-year composition. The essay describes a course designed to respond to calls by composition scholars to reimagine pedagogical designs for…

"English 200: Intermediate Composition" is a program elective for English majors and a writing-intensive elective for nonmajors at Southern Connecticut State University (SCSU), a comprehensive institution of 11,000 undergraduate and graduate (master's level) students. English 200 is described in the departmental course catalog as a…

This book provides a study of the historical evolution of the idea of liberal education. The volume portrays this evolution as a struggle between two contending points of view--one oratorical and the other philosophical--that have interacted, often controversially, from antiquity to present. The study attempts to shed light on the meaning of the…

A Ball State University course begun in December 1968 is designed to strengthen and improve the reading and study skills of 50 "directed admission" freshmen: students who have earned low SAT scores and poor high school grades. Prior to the experiment their college attrition rate had been 90%. During the first year large group techniques…

Describes the perspective of self-social unity, a radical idea in personality theory that rejects exploitation as fulfilling and asserts the unity of common welfare and personal welfare. Barriers to understanding or accepting this idea are explored in relationship to social work education. (Editor/JT)

The traditional college curriculum is seen as a collection of answers for students who do not yet have the questions; an alternative approach that nurtures students' capacities for inquiry is suggested and outlined. (MSE)