In the past decade, the mini-course has appeared on the educational scene as an alternative with much curriculum potential. The term "mini-course" appears in a wide variety of possibilities. Some schools use a "free form" approach; i.e., courses or experiences usually planned by or with students but carrying no academic credit. In terms of credit courses, the most common practice is to offer quarter courses that are usually nine or ten weeks in length. Colleges and a few secondary schools plan an interim, in which intensive, short-term courses may be chosen and which may or may not relate to the student's regular program. The use of mini-course offerings is justified on the grounds that such courses capitalize on the interests of the learner, utilize the interests and strengths of the teachers, increase the scope of the curriculum, develop student responsibility, tie school and community closer together, and allow experiments with course offerings. Among the common characteristics is that of ungradedness--40 or 50 English courses can be offered at a senior high school and any student from the 10th, 11th, or 12th grade may select a course of his choice. Some teachers and administrators fear that use of the mini-course will "fragment the curriculum." Others are concerned about the logistic difficulties of frequent scheduling. However, "arena scheduling" and the use of computers enables most administrators to overcome this difficulty. (Author)