Integration of models of college student development and identity development suggests that the multicultural college curriculum is the best catalyst for creating educational communities of peace. It is most effective to build common ground with others who are different but can and will continue a dialogue in search of truth. (MSE)

Liberal arts faculty at the professionally oriented performing arts schools, whose subject matter is often viewed as peripheral to the institution's central mission, are working to end their relative isolation both within their institutions and from other liberal arts faculty. A recent first conference of such faculty addressed their concerns.…

At the 10-year anniversary of the Association of American Colleges and Universities' report, "Integrity in the College Curriculum," an association administrator reviews accomplishments during those years and examines how the report might be rewritten to reflect current concerns. (MSE)

On college campuses, the climate is polarized because of intolerance and discrimination, censorship, factionalism, and anger among students and faculty. As a result, the campus is in danger of becoming dominated by political issues and discouraging the exchange of ideas characteristic of a true liberal arts education. (MSE)

Presents a progress report on curriculum change at three types of institutions in the northeast: comprehensive and doctoral-granting colleges and universities, liberal arts colleges, and community colleges. Compares two doctoral-granting universities that successfully implemented curricular reforms with one that was not successful. (DMM)

Describes the development and design of the "master learners" program at Fort Lewis College (Colorado), in which faculty members from varied teaching backgrounds are given release time to participate as students in a year-long Human Heritage course to show freshmen how a master learns. The program has evolved into an exemplary faculty…

The incorporation of science and technology developments into a standard liberal arts core (the New Liberal Arts) is addressed in papers presented at six conferences and workshops held at various intervals during 1984 and 1985 at State University of New York campuses. The New Liberal Arts has been part of ongoing general education curriculum…

Reasons for changing the way business and management students are educated are considered, along with the results of a survey of almost 200 personnel managers from major employers in the greater Rocky Mountain area. Currently, in many business and management curricula, general education courses are taught during the first 2 years and business…

Leadership development programs on U.S. campuses are discussed. Three categories of campus-based leadership development programs have been identified: the co-curricular program arising out of a student development office or direct student initiative; the academic course that draws mainly on social psychological and management studies literatures;…

Focusing on the concept of education for work vs. education for living, the author presents a comparative analysis of two works on liberal education, each of which was originally delivered orally to university students: "The Inaugural Address at the University of St. Andrew" by John Stuart Mill and "The University of Utopia" by…

Electronic Networking for Interaction (ENFI) is a technique for providing immediate electronic feedback on student work to promote open-ended learning. The approach suggests a growing range of applications of new technology for student assessment for improved learning. (MSE)

Rather than return to a core curriculum that reflects the structures of knowledge and education developed for other contexts and needs, the humanities should create new structures appropriate to the students', culture's, and faculty's needs today, particularly through interdisciplinary collaboration. (MSE)

Assumptions about liberal arts education need to be reexamined, the environment in which they are taught needs to be restructured, the mechanics of the learning and teaching activities must be reviewed, and a balance must be found between objectivity and human judgment. (MSE)

Citizens of technologically advanced nations are confronted with tremendous ethical dilemmas that students need to develop sophisticated ethical frameworks to deal with. The humanities must teach students to think as carefully about questions of value as about questions of fact. (MSE)

Lack of support for language and literature study in higher education reflects the larger attitudes of American culture: that learning for its own sake has little value. This provincialism is outmoded, dangerous, and intellectually indefensible, and must be eliminated in order to redefine language and literature studies. (MSE)