In 1978, the Mount Saint Mary's College administration and faculty decided to revise core curriculum requirements. The revised core curriculum and the development of interdisciplinary seminars are discussed. (MLW)

Bradford College (Massachusetts), a small liberal arts college, used creative planning to revitalize the institution despite fiscal constraints. Decisions and actions since 1981 are reviewed in terms of first steps (revitalizing faculty affairs), finding a new president, reorganizing the curriculum, planning noncurricular changes, and developing…

This paper describes the process involved in envisioning Delta State University (Mississippi) Division of Computer Information Systems/Office Administration's (CIS/OAD) long-range approach to addressing the university's identified curricular needs. The process included: examining of community needs, assessment of current resources, curriculum…

The University of Wisconsin-Parkside offered an experimental course on international business in seminar form as a means of trying an interdisciplinary venture in a new area without commitment to a course structure. The seminar was developed as part of the international studies program, which draws on existing courses in several disciplines, and…

Bradford College's experience with curriculum and administrative development in a period of extreme adversity is an example of how a new concept of mission can invigorate an institution while a survival mentality can weaken it. (MSE)

The Great Lakes Colleges Association, composed of twelve small liberal arts colleges in Ohio, Indiana, and Michigan, has been a leader in the integration of women's studies into the curriculum of its member schools. The consortial approach and the women's studies program are described. (MLW)

The Small College, the innovative unit of California State College, was established to test whether a substantial number of students could accelerate their progress toward the Bachelor of Arts degree. In the process of the experiment, it was hoped that the Small College would develop programs that could be of value to other colleges. The Small…

A consortia model for colleges within a short distance of each other is described. Particular attention is given to the components of consortial infrastructure: the policy board and the role of the deans, the consortium director, the campus program coordinators, and the students' departmental boards. (Author/MLW)

Saint Francis College (SFC), in Pennsylvania, is a private, Catholic, coeducational institution of 1,200 full-time undergraduates. Over 55 percent of the student body is enrolled in pre-professional majors; majors in the traditional liberal arts now account for only 13 percent of the student population. Faculty some time ago began to question…

A project to help small independent liberal arts colleges integrate technology and the liberal arts in the undergraduate curriculum is considered in this newsletter issue. The first two stages of this project on Technology and the Liberal Arts, which is sponsored by the Council of Independent Colleges, are described, along with the progress of…

The need to integrate technology and liberal arts in the undergraduate curriculum is addressed in this collection of two articles and a bibliography. The monograph resulted from a project by the Council of Independent Colleges on the response of the liberal arts college to technology. In "Technology and the Liberal Arts," Allan Pfnister considers…

The successes and failures of a small private college in internationalizing its business curriculum are discussed. The college's condition of severely constrained resources is outlined, and the college's program development approach of sharing resources with other institutions is described. A consortium of local institutions was created to…

A former faculty member at Eisenhower College, an experimental college that closed after only a few years' operation, gives an anecdotal account of some of the problems the college faced and how the administration handled them. (MSE)

The steady emergence of small-college honors programs in the early 1970s and the subsequent rapid growth of community college honors programs after 1978 are reviewed. The many successes in these colleges to capitalize on their existing strengths have avoided the problems of larger, university programs. (Author/MSE)

Alverno College, a Catholic liberal arts college for women with an enrollment of 1,100, instituted competency-based learning in 1973. Subsequent problems as well as benefits are addressed, along with a review of student and faculty attitudes toward the program and the school's president. (LBH)