A study was undertaken at California's College of the Canyons to determine outcomes for students who challenged course prerequisites and enrolled in courses requiring placement levels higher than recommended between spring 1993 and fall 1994. Data were gathered from analyses of 529 placement/prerequisite waiver forms and transcripts from 445…

Investigates whether community college credits were used to fulfill core or major requirements among baccalaureate graduates of a private liberal arts college. Finds that more than one-third of graduates used the community college to fulfill bachelor's degree requirements. Primary use of the community college was to fulfill requirements for the…

In November 1995, Missouri's St. Louis Community College established a task force to reevaluate the role of the general education (GE) curriculum and recommend an appropriate curriculum design. This final report summarizes the efforts and results of the task force. Following lists of task force and subcommittee members, an introduction reviews…

In 1994, the Chancellor's Office of the California Community Colleges funded a study to determine the effect of pre-, co-, and advisory requisites on target course outcomes at nine community colleges. Quantitative data were gathered on student success in target courses and retention, while qualitative data were collected through spring 1994…

Discusses mandatory continuing professional education (MCPE) in Australia for the legal and accountancy professions. Considers whether the main concern is continuing education or the certification by professional bodies of their members as competent to practice. Concludes that program designers should recognize that there are educational as well…

The term "liberal arts" usually conjures up one central idea; that is, effective liberal arts education as strong academic achievement. A second, less dominant, and frequently neglected notion regards effective liberal arts education as producing intellectual interests and habits that endure throughout adult life. The two ideas are…

Explains two factors that influence economic education: state mandates and teacher background. Gives an overview of a typical one-semester economics course and teacher ranking of course goals. Cites research showing that students' average economic understanding increases six percent after economics instruction. Concludes that although states are…

Provides San Diego Community College District English faculty views on the mandatory prerequisites now being enforced for several courses. Discusses the external factors in, and implications of, enforcing prerequisites, as well as potential outcomes.(YKH)

In 1989-90, the General Education Task Force of the Wisconsin Technical College System (WTCS) was convened to determine the role of the general education curriculum in the attainment of skills that enhance the likelihood of success among technical college graduates in their careers, homes and communities. The Task Force consisted of at least one…

Since the 1983 publication of "A Nation at Risk," most states have responded to public demand for educational improvement by enacting legislation increasing the number of units in academic subjects required for high school graduation. Required courses now consume three-quarters of the high school years, countering the former trend to large…

This report describes a three-year project at Hampton University (Virginia) to improve the core freshman year curriculum and, ultimately, to improve student learning outcomes. The project involved the development of annual week-long seminars on the teaching of freshman courses in composition, speech, history, and mathematics. Emphasis was on…

This paper describes a study of native and transfer students conducted at an urban doctoral-granting university (Southern University, Louisiana) to determine the comparability of commonly numbered coursework between a two-year college and the university within the same state system of higher education. Using a cluster analytic model, the study…

The quest for excellence in American higher education has been accompanied by the implementation of basic skills requirements and the corresponding assessment programs. Assessment results could provide feedback for curricular improvement, although they are frequently used as indicators of institutional quality. A study is presented that compared…