UOCOMENT RESUBB

ED 179 169 HE 012 000 AUTHOR Galambos, Eva C. TITLE The Search for General Education: The.Pendulum swings Back. Issues in Higher Education, N. 15,1979- INSTITUTION Southern Regional Education Board, Atlanta, Ga. PUB DATE 79 NOTE 9p,, AVAILABLE FROM Southern Regional Education lioard,130 Sixth ktreet, N-W., Atlanta, GA 30313'

EBBS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *College Curricultimt College Students; Competence; *Core Curriculum: Curriculum Design: Educational Change: Eatcational Quality; *General Education; *Higher Education: Humanities: *Interdisciplinary Approach: *Literal Arts: Trend Analysis; Undergraduate'Study

ABSTRACT )

The state of undergraduate general education is , exalined with- .rticular emphasis on the trend toward providinga common core cu1.culum for college stud4nts. A decline in'the numger bf degrees awarded in the traditional liberal arts fields isnoted with a corresponding increase in recent years in the number of degrees awarded in occupationally-oriented fields. According to the Carnegie Council, from 1969 to 1976 ehrollments.iu hulanities majors dropped frp 9 to 5 percent of all undergraduates. It is suggested that thdpteoccupation of college graduates with preparing for the job darket.has steered students tcliard career-oriented majors. The dominance of departments within the structure of Ametican'colleges , And universities is also cited as having.hindered the struggle-of'. general education. Students majorilzg in professional, careeN-oriented fields are tke-least.likely to colifront breadthsor general ed*cation requirements. Various approaches to general educaticn are dis4ussed', ducluding the cor6 curriculum and iXterdisciplinary approach: Each approach emphasizes the importance of basic skills fox-both Ile liberal artsand professional-area majors. Declining SATscores and comtdaints that many college graduates cannot writeare strong Tunderlying forces for-curriculum reform. It is suggested that students in the 1990, will have less latitude in curric um choices

. as p.he -general educatibneform Movement strengthens,..i

*********************************************************************** , * Reproduction4 suulied by BUS are thta best that cante make' * '-from the original document. At*******************************************************4******** The Search .kor General Education rhe Pendulum Swings Back

I'his appraisal (lithe state ol undergraduate general education called for renewed .anention on balance of academic disci- ought well bass: been Written today rathei than in 19.47 by plines versus career preparationHarvard University, the President .Fruniktn's Commission on Higher Education leader of-higher education in the minds*of many. ekempldies In (tic', I 940s, when the Truman Commission andInman- how the pendulum swings: a common core curriculum,. ttons like Harvard sought to define the needed balance be- which in many respects echoes an educational approach tween general education and sRecia h zedvocationally enunciated by Harvard in 1945, is being instituted this fall. oriented preparation, the contest of appraisal was thepostwar The reexamination of general education today seems to explosion of college enrollments With a college education stem more from a realization that undergraduate general edu- no lonvr the exclusive prerogative ol the elite, there was a cation has become too unstructured, is dealing with. students search for curriculum structure that would provide a common unprepared in the basic skills, and is lacking in central pur- experience for stuilents tram vanous backgrounds, or 'gen- pose than because of a fundamental rediscovery of the values eral education as training in siliarunites, rather thanin what . of teaching the cultural heritage. In the words of a task force divides. modern man 1 The stress. was on(' contemporary at Catonsville Community College in Maryland, as it em- culture as an extension of the intellectual forces that shaped barks on a redefinition of general education at that institution, the Western mind and ol the inherited view's ofman and "Our general education requirements do not constitutNe society The vi,Sw was [fiat to support a functioning democ- a racy, thr study of this heinage should not he Mi exclusive domain for the elite, hut rather a hind* denominator to strengthen the common ground on which society depends. / Today, a generation later. democratization in terms of," numbers of college stucknts and the variety of their, Alb di backgrounds has been largely attained, hut the ambitious goal of providing a common tie througlk general education may be more" elusive than ever, As the percentage of the population attending college has increased,-students have turned more and inure to' specialized and vocationalcur- riculums. while the general education componeAt thatwas supposed to be the uniting factor has correspondingly been weakened. Ironically, the "new students 'whose entrance into college in the I 940s and I 950s prompte I the reeXamina- lion of and emphasis on general educationave their con- temporary counterparts who eschew genera educatimi in favor of career-orient dcourSels, Higher education, paving accommodatedto the task in the 1960s andI 970s of dealing with quaptity, is today again addressing the issue (ouality. Many institutions are reexam- irnng their eurriculur ts and giving special emphasis toa redefinition of general education. SREB, in thc 1976 position S DIPARTMIINTpr RDUGATION & VVIMPARE paper, Priorities for Postsecondary Education in the South, NAnONAL INiTITUTX OF EILWCATION

THIS OOCUME N tNA.S BEEN REPRO. I:WED EXACILY AS REstE0 rROAA THE PERSON OR Ofic,ANIZATION ORIGIN& AIIN(; IT POINTS or VIEW ORoPINuziNS. srAyrt)Do NOT NECPASARR REPRE %SENT OFFICIAl.NATIONAL NAST ITO1r OF- EDUCATION POSITiON OR POLICY prow am, there is no planned unity oi cohesiscness in them Table I and positive sydent outcwines ale not a consequence ot a Percebt Distribution of Baccalaureate Degrees designed integrated set ot experiences " By Major FleIds of Study, In the wot ds of President Deivk Bok, as he discussed the SHED Region, 19(63-64 1976-77 need lor general education ret orm at even so prestigious an institution us his own liars ard 1111111.'1%1h"We All have many students who come to us with an excellent high tichool preparation But there are many other equally talenteld young .Pe"Ple whose preparation leaves much to be desired. As a result. it seemed particularly important to provide a common cote cat riculum to ensure all our students wouhl acquire a basic Joandrition-in the liberal arts '''

The Declina of the , General Education Component the clUTICUILltil ill IllOst colleges is divided into three parts: general education, the student 's major, and electtve courses. General education refers to thebreadthcomponent , which seeks to provide a common'undergraduate experience for all students at a particular institution. Sonic emphasis onad- vanced learnIng Enghsh composition and second- yearalgebra,traditionally has been included in the general education requirelnents. Tw(a trends in recent years have weakened the breadth component of the college curriculum: (a) fewer students ctlose liberal artsrtiaior and th) all students, whether enrolled in humanities or in occupationally oriented majors. include less wneral education in their curriculum less ex- posure to disciplines other than their own =jigs. thstorical comparison of the distribution of baccalaureate degrees hy:fidds of study in tpe SNuth illustrates the decline .of the liherel arts (see Table 1)_ With the percentage of the region's ha4alaureates in any given fieldin 1961-64 taken as an index of 100, the distribution in 1976-77 shows marked declines for letters (55) and foreign languages.(58). "Let- ters includes English, literature, and philosophy, among others-the heart of the humanities. The index for mathema- tics, even when combined with computer sciences.would he only 50. Social sciences are down to 84. and would)pive declined further if econoiMcs were not included. The switch by-students to career-orientedmajors in higher By contrast occupationally oriented fields, such as public education might not necessarily be a source of concern if the affairs. business administration, the -health professions, ar- general education content of the total curriculum, r.e., the chitecture, and communiCations (journalism). have in- breadth component of higher educations had not also de- creased their shares of total degrees dramatically. Engineer-, clined. Pok four-year institutions, general education re- ing and education are outstanding exceptions to thfis trend. quirements in 1967 Comprised 43 percent of the under- The job nauket explains the drop for education,. In engineer- graduate curriculum. By 1974 they had been reduced to 33.5 ing, while the percentage share of degrees continues to de- percent, in favor of dectives.5 The proportion of the re- eliNe. at least the absolute number of degrees has risen during quiremenys in the student's major stayed fairly constant (see the 1970swhile those in the traditional liberal arts have Table 2).Indeed, the general educatiOn eomponent:'' lost nose-dived, ground throughout higher-educationin public and pfivate The Carnegie Council reports that, nationally, from 1969 and in comprehensive-and liberal arts institutions. to 1976 enrollments in humanities majors dropped from 9 to 5 ; ! percent of all undergraduates, and in social sciences front 18 Avoidance of Prescribed Courses to 8 percent's During the same timecntollments ill the "pro= Two simultaneoq 'A rends further eroded the curriculum's fessions" (e.g., social work, business administration, ar- breadth requirement.;First, the proportion of prescribed gen- chitecture, agriculture, etc.) jumped from 18 pereent to 58 eral education courses declined, thereby providing more percent (see Figure 1). . latitude to students who want to avoid certain subjects out of (Cal 0! 1.10. 01 MICR'S(1 ot t' \.11111de, .11.Cottluagloiescaich bv naming id most lacultythc status and ggiandifentent itt the Cainegie Count:0, 11 pen. yin ot the imaitotion \ had a (lieu own (11%i:whites take precedenteins ci OnCe In(On matheni.thcs temniement as pan of general educationin breadth in the education ol students( ;enteral education has 19b I. onk :0 perk em [nest ribed inathemmics by 19 14 ' no natural lobbsrinitaig tacultv Secondlv. students has e tended mole and more ro choose Professional schools have even greatenautonono, than elective, that !date to then maims talus compoundingthe depaitments, and ttic dllis III an es en stiongei position to plot:d('m of over pet. tali/anon), lathen than distributingthen neqinins' t. oncenuation According to tine recent study, proles electives in NtthICCIs :Witt....Illebleild(11 of the total cur %tonal sectroIs "expect (hell students to spenda substantial irculurn A sample stink ot 1,194 studenthanscripts in 10 tom year ih,titimons ievealed that lioni 1967 nr 1974sit, dents had significanth alteied the charactel ot then:electives 2 tow aid their own aieas ol spo.i.ili.ranonRatlict than Select Proportions of Undergraduate IftluCatiQn Spent in mg (rpm the entne cm ricular spectium, the\ took molt General Eduoation, the Major, and Electives coin ses in then own department. in divisions Fven when institutions inelease-d the os drill elective component of the total cull iculum, students tended touse then greater heedoni to omcentiate ev, en mote compknely on thenmaims f he Carnegie ( 'ouncilm 1977 labeled general education a dasastei aiea i vs luchl ha\ bet711 till OW ddenNiv.e and losing ground 101. 1110re than 100 N cars 8 Vanous-lactors contra) kited to this "disasterin recent vears Stuck' the hue 1960s, the oh market has become saturated V:y thepostwar baby boom emerging from college Students have beenextrivinelv concerned about preparing themselves for employment To prepare Itn a job has become, kk'inorti important reason for atteinhng collegu than tO obtain a well roumled general etlu cation 1.rom a compilation ot iollow-up surveys conducted part of their undergi aduate ediu:ation in dire professnmal by sel, eral Institutions. in We Southernregion, it was found major the median amount is between (r I to 70 percent of all that 45 pereeni ot the graduates indicated employment 'was courses that must be taken to get a bachelor's or assoetare their prirniiry objective for attending college, while only 28 .0 percelli chose the option. "'enhancing my intellectual and Even in an institutimhike Loyola University in New (h social development ''' Nundar results were found ina na- leans, with its award winning arts and science common cur- tional student s'urvev 1" riculum, the students in business administrationare not re- l'he preoccupation of college graduates with the problem quired to take this stung general curriculum. In the lower- of landing a joh hteers theill tuward takinga course on division. in which arts and science students must takea "hard Marketing techniques rather than the philosophy ot democr science. busines administrativin students take behavioral racy as _debated by the ancient Greeks. The higher education scieve and computer science. In the upper division.arts and establishment has contributed to Careerismin promoting the science students must complete eight courses in three study g-iniera I impression. Come to college andget a good jOb. areas: aestheti'c, decisional, rind speculative studies. No such In this atmosphere. it is no wonder that studentsopt Out of requirement exists for business adniinistration majors. This courses with no immediate resemblance to the real world.' distinction is illustrative of tge struggle of general edlication: The dilution of gTnera I education rctnrreinentswas also a students in traditional arts and science majors which tendto response to sfialentsprotests in the 1960s as they reacted accentuate liberal arts any.Way. are mor6 likely to confront against prescription and authority. Today, the climate may be breadth requirements than students majoring in the proles- , more amenable to acceptance.of a core curriculum. While in carcer-onented 19(1Q over half of air undergraduates indicated that they preferred a totally, elective program to' thc traditionalcur- riculum. by 1915 only -third hehl out for total free- dom.' '"D The.Search for SoluPon Competition for admittance to graduate and professional Although the allegiance of faculty to their departments has schools has also, steered undergraduates toward greatercon- contributed to curriculum concentration, faculty are.not uni- 4entration,.11r ti..ie.ri majors. Despite avowals by medical versallY pleased with the results. In a national survey in Ms. schools that they seek students witha broad background, 44 Kreent of American faculty indicated that the under- pre-rned itudents concentrate on the sciences., in the hope tilt?, graduate curriculum at theirinstitutTNI was in serious need pf will i n \prove theit admission test scores and their chances for reform," Them is some evidence today that theseconeetus *nits:don_ . / are being translated into positive actih. Yet there is more : The dominanee of departments mann thestructure of agreement that all is not well thau on the ture. It is simpler to

American colleges and uniyersities..has been blamed for'thc. specify, as stated by the University of Kentucky Commission decline of general education 11 virttre-of .the specialized on the Freshman Year, that freshmen 'should increase.both

4 r. . Figur() 1 Percentsgeti at Undergraduate Enrollments In Subject Fields 1969 end 1076

the breadth and depth of their knowledge in major areas of Course in the Study of Contemporary Society, are widely intellectual endeavor, than to spell out specifics." . known examples of this effort. The renown of these particu- (hie difficulty encountered curriculum reform to lar courses may he partly a reflection of their having been strengthen general education is the disagreement over basic stuf fed by senior scholars, a happy circumstance not always directions .1Approaches on dealing with the content of general attainabk within traditional departmental structures education range all the way from a required reading of the _vibe distribution of requited ourses among the i'mroduc- "(ireat Books,at St. John's College, to emphasis on de- tory offerings in various disciplines constitutes the most veloping a set of competencies, including the basics in writ- common approach to covering the content of general educa-. ing and speaking, at Mars Hill College. tion., This too presents problems, Often such iihroductory The controversy about the content of general education cctioes are designed for majors in the discipline and become centers on the question of what subject matter is so important too technical for students who take the course to survey the (either:in its substantive.' content'or ip the skill it transmits) entire field. Offering parallel introductory coursesone a that it must.be included in h common core curriculum for all survey of the disciplinek for non-majors, and another us a students, regardless of their majors. Those-who subscribe to more concentrated introauction for majors--represents one the idea that despite the'explosion,of knowledge There is still a, direction for alleviating this moblym. basic foundation of ,ideas or principlss to which everione The proble-rn of implementing a core cuniculum is dry- should be exposed, point to the curriculum at St, John's trated by the experience of the University System of Georgilif. College. There, during the course of four years, students read The need to facilitate the transfer of credits for students from works by some 100 authors, ranging from Homer to Einsfrm junior colleges to senior divisions served as an impetus for and from Plato to Freud. the deNtelopment of 3 core curriculum that has been in effect If exposure to the nub of various disciplines across the since 1967, For students in all the colleges, statewide, the horizon of knowledge and literature is deemed essential to requirement calls fru; a Certain huMber of credits across.the general education, the problem remains one of how to pro- humanities, hiathematicl and natural-science, and social sci- vide IT. Survey courses, or overviews of broad academic ewe. However, the latitude provided to different,colleges ii .- areasNhumanities, social sciences, natural scienc repre- how These requirements are to be metappears tO be so great sent one approach which has been widely used inructuring that a common knowledge base is not attained by all students. a core curriculum, Columbia University's Cotemporary For example, the mathematics requirement at the University Civilization course, and the University of Chieno's General of Georgia may be met ip the School of Social Work by a z

if 5 4, I Iti I III (*Mental\tall II and aL tin I seI n. not Itit an ideal to Inooltice a sophisticated mill% idual v ho intiodui non Jo &dm tixe logic tot Alt cduca can enjoy "The good hie In one sense it constitutes the (ton in.nois ultimate pit:pal:mon tin work Business and gmeinillent ale to tdelllIIV a plVen \el III tat t's. 4U 1/4LIIIInr, ;Ind CIVIllr loom syndic-suers who can walk interdisciplinary dCl !ale that these ¼ Ohltittlte the MCllill.thIC JIIIIIIIIIIIIII (Ita idge. sblvre oblems... htUad elhlk..111011 1101 the )4041 genetal educationIn In this setiNC. if !dieml iiths colleges sill4. 4.-1.-41Ill till.11 MI%

modein tunes. a ¼ oiitiiion 1/4 ote edu..ation must ieresent a sit111 ot piepaiing students who sec and apply i..ininek-tions distillation id essential,. but designing andinganiting the, between fields. (hen giaduates should be the most sought Inumnal toundation becomes. all 1:1C'l WOW arduous task abet instead of the last to be icciinted What the sestik-hing 1ItIdCht might aspire to expo One old ficult \ in de \ eloping inteidisoplinaly genet:if Nule (41 Ow %a/lon% int 1/14,4i% of :ogrot that distinguish disci callon is the inability oi lak.ulty to it-spoilt"Hie most glonotis plink.\Iii the humanities. the stude'm learns to ex plow the uneidisciplinaiv plans may faltei when applied by faculty realm ot ideals and valuesIn the silences. the student vv ho were nurt need lilt be dogma of narrow speei1li7ation and locust., on desk] IfotlOil measui einem,and laboiatoitelt ng whose allegiancy is to theu Jcpattments 01 disciplinesrhe theMI1/4-1411 s.i.1C/11.-essIIJ\ combine both :wino:idles as. 4.th, New College Progiain of the t hnversity. of Alabama, whtch

Instoncal event. die student cquutes facts but ploceed, also leans heavily on inter disk-11)11nm y seinnuy-s, sought to ovei . to anal \ te then tunction tow aid progress Or ietwgiession come this problem by stalling the New Collqc V. ith faculty aganto a go.CII \talldald A \Indent ao,:quallIted with \ aromas V. 110 ate well acquainted with mote than one diseipline and anal\ tical sdN % thiough Ins generaLeducation with,expenence in this type ot teaching \11011id 1OIbetter prepated to pm sue his oMii continuing sell fiuggle lot acceptance 01 11141 thwtplmarN courses IS education the ultimate goal 01.1 liberal education IthISItated by the ex penence at North Texas State I inivei sit particulai cmitios ersial matter in designing general An obiective of the new core k-umetiluni the promotion education has to do with the place or'et Ines and moral value, of interdisciplinary onusesin particular; one nithe. in the t.urriculuniFhere was ;1 time when molding character liumaintleN which, however, is not mandatory. 'Fills approach V. of the same m American colleges as develop will have to overcome the inertia produced by students who ing the intellectFven as late as191 I. the German continue to choose the path of least resistance traditional sociologistNlax Weber, described A metn:an college educa courscs, withII reputation for being easy and by faculty. tor non 'which dot:\ not alma primarily at training tor whom the development of new interdisciplinary materialIs a science and scholarship. but rather at the formatton of charac- long and tortuous process. ter , atthe formation of adult citi'zens.. and at the develop- At Birmingham-Southern College a new interdisciphnary ment 01 art, Outlook which serves as tlie foundation of the approach of fers a block of four carefully articulated courses American governmental and social systems. on Contemporary Western Man, whieh avoids'the pedagog- rocky . approach to the inclusion of ethics and valnch, ical and econonnc.piobleins arising from conventiomil teani except Iii some private institutions, IN 11101e likely to accent teactring.""Fhis is one of the projects funded by the National differences bet ween tact s.and values than to produce students Endowment forthe Humanities in its program to strengthen with a shared code., There is a reluetatice to stress values education in the humanities. ovi.trtly, despite areopitiialthat a liberal education should Another problem relating to Mterdisciplinary, as well as to address finadamental moral choices. other approaches for giving breadth to the. curriculum, con- Problem -ovented courses are one curricular response to cerns the timMg of geneml education courses. Appreciatiomi theproblem of how ,to incorporate values in the general for seeing the connections between subjects is largelya

education provain. For example, in a course on ecological function of maturity. Thus. the breadth component might nnitters, the .virlues of niaintaining an unpolluted environ- havemore meaning at upperthan lower division levels. Yet' mentare exticitly contrasted against the values of meeting most curriculum tiequences fill ihe upper division with energy needs. Through the explicit juxtaposition olIconfliet- courses in themajor. on the assumption that the breadth ing values, students may move toward better understanding requirements were met earlier, of opposing views and even the resdiution of iNsues.

The InterdlacIpIlnary Approach Cultent Directions of Reform . 'themostsuccessful approaches togeneral education have emphasized an interdisciplinary focus. Most typically this Headlines about curriculum reform tend to focus on Har- has takenthe formof broad surveys. More'recently.history. vard University's current reestablishment of a common core. , itrt. literature, and even sisieneehave been- presented within Harvard r6ect5 a loose distribution requirement amOng de- the contextofan historicalperiod ora currentissue. The partmental courses..as Ave!l as an identical setof cowses thor dynamic interaction of pconomies,philosophy, andart may* each student must complete..lnstead, it eskablishes five re-e. thus hetome apparent. giving more meaning to each subject quired broad common coreareas with criteria ot characteris- than if studied in a yacuum. tics thatcourses in these areas must meet*The Committee on Such interdisciplinary approaches arc a reaction to the kind CoreCurrrculuinidentifies existing or proposed courses ot atomisttc educatirVi which leaves the student 'eposed to a thai meet the criteria in each area and may be selected_for smattering of vahons disciplines'withont ever being able to meeting the respective core requirements. The five areas are 'make connections.' Interdisciplinary general Fducation is literature and thearts, historical study, social analysis. and 11111.11 It .111%1 1111C1)0 k 1111111111" Wilt 1. Liatitilli,111 1,111%eIll hiiii inuutil .11C.S.1`. 101 MCI IN I 11111..:tloN t t,11143 111Vt 4,111111t,I1tiii II 11011 i IIIIII I 111.1\ I 1:14/ \\ illIiuttlIllItti 1111 Iiiuiuui .1 iti1C1r111.111r11.1)..0 hI11. \ h ,h..t ',toff, in in ..1.0'11,1 lint" ii i4,.1f fot .it 01,1 \\ 111111V Anti iii MA he Math 14,4 01 111C 11.11111.11 1%tin t' 1 11.1\ lutT11 llitt .1t' III 111e 11.1\1 111C t't111t .1114,11It It 1 hoilda I'm\ ci,ti1/4, /lb ,)I .1 (411,-1,11 wan .11111111..e. int oitit `Notilitetit icyti;ii 1 titit \lotlel. yi.Int I, embaikilly 1111'itiLl mi mow A, iILi,iuii mid \hit .1 fa, till titlIlillIltile, otilmcild. t ampts, yciirial (-dm Mimi 14..4141114.4th-1w,A, molt- \pc, ill,\ h1kIeti to flit.1 1111(.111 dl Illtihtin Ittlillit pail of this ctiticilt icy.itufle-o, til 414.tiors. v 11C,Ill t.illiiiII Wilk hiillitw\C 011 CU 01411)Ich- t iciui how. lit .1,4,11111/111111 .1111,11 %CI \II(1111 III 11.0 .0111411k \\ 011111 ICt.11111Cd (iii 011iiiille i OM 11111C 111C% 1011 \IN, I11.1. 11ll111.111 t\till 101 11(In t% tadiny III 11. Illili 11.11 !,,\% 1111k1 1I \It11114',.111th 01.11 01111111111h ,11 1011 I CtI111 Anon 1 1111 Ill fetliit 1.thif talc fof (lc. fit (-sant! iii.dof ourNe'i du: my the fn.( itto jeci44-4,41 (-Om A Return to Specificity 1041141.04mi lo hitt'q,ififishet1 fltf Nttiticills out Iii

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Exposing Liberal Arts Majors to Applied Curricula

While mead oduoation eiltilOsaista seek to strengthen the tianY Facilltch91,1140ral ociesies hp*revoluted This humehities cchteAt Itx tuskless admideirlifth ant othet..proi- 1100,-4043 _ tit of teeelortal srea meicre, OA Is et the Same mes **meat* Anidgn it to in shd avow liberal. arts thelcre to pretllost course& The imptto *it -44011104-, this curriculum cher* itthe **job thatket fps frackatesinte ,te3leb "t1h04 , humanities and social sciences. The Qollookriacstnent.coinoli 1111Vmh`411'- ;41.04- reported lrt the !Who cf,1109 that while Ob atierift*.tottTlbig .

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7 foltfit I I III 11111111 It 101111 fn,111 \Cs III ad\ .111i VtI Ii.1111111r \kW In, 111I\ ittifilth \ uii III .111',111.1 and TiIlfi n.111 Who Will Fill The Gap in Managerial and 110\111011. /la% long itcen .1 ..iillpotictit of v. nel.11 Administrative Cm-Evert% In the South? Nut It IIIiii added III \ .11IdliitItti II 1.11hci i.I \kill\litto 100-- it %HAI:Anon of vett, 1.11 1,0.1\ N 111.1 !l.ltito takt- fClii i4ihhi i,I1C1 tpit-a liii tin- tildes ontiotte thit-.1.1. id tIi IiIIIII.11 IICIC WA% lie \ wow % thu liiiftihiii it\[lutist kislt therel Arlo skins 01.111 %%1111 iplainrim. tt and And Oh the Social liii r Scionne It tt tn'ttleitht.teltiteilLit nvoittitiou &Nora pli.b.1\ liii 'enci.tl iitlii Atoll 1..tpriti.t. ihiif thitttirli the tichni with tem ol pin if cdio (0 tie Businoss Administrative GUIs- II% etIlk. MIMI1 III I.\ .111111iV. fit fin% (he and \Cc I (%)'1IC;Itill% .11400, Menagerie! cl of Minimal t% lot it .oinillletth tqll t \fly, itil tihi: in Ow put het%tit Cji:k Atkin e \ample ,if ilk and iintict,i.tiiiimes. h tfi dent, \hottl.1 he (-kiwi lei1lit ma \lei intict .11...t, dioi% ii indispensable SkillsMathematical ',Lamm.). fsimple and t ompotind interest Butztinotis Administration' .'list) of elementaly statn,11. iii data

.1 hulslation (.4 lotiastito- lo doll Nom lite f figlish iitt Ineint systems (..ofislika IiOn if SIIIItlItt growls and bans k !se of simpio Algottiati. formotae Job Openings Coleg duates Basic Understandings Cliftenship umorat_tiinctonis of elotidtsteletIons among. the4pOicial. .int/islettvo. ifilil oxeconve branches of kwal state. cinut should .ificinfit at reu-onstitiction ot genend canu a !be recognized responsibilities aild nghts of citizetts node', fIl111ii'ill} feletlf%says Sfnulet ctitonciation of \pectfic the Constitution vont sus. tun: i disc:11)1mm .ipproaches. sties% Oil inildc% of 1 The tmorkis moans Of citizen involvement in the ;s.ocesses 111101115.:(11.i1 emphasis on ha.sic skills ale e \.imples of the of government (filen(variety of ppfoadie% Itt shengthen genet al 4 T he growing interdependence of nations, especially edtival ion re.0«ling natural N.4301.0 eflii and oconoinic develot anent Not \ ince Aniewa's ell)y days. when higher education Was lliC l'xult1/ye il01113In Of the ehte, has the cuiriculuin mouement to del me general education in ter ms itt among diverse institutions plahluced a homtigencou pwa demousbated competencies depends to some extentupon the uctFoday the student both iepiesents mote' segments of tleelopment of iCIst's Itt ineasuie whether the competencies society than eve't beforeIt is no wonder then that el forts to haw been achieccl Such tests also :ire used to exempt strengthen general eduk anon in some Histitutioils ceuteiihhf students tromc tict ti education requirenTentsWhen the the cultutal heritage and how best to transmit itwhile in testing oblective fs to assess hioattsk ills III ;I ilISCIpiltle itthei -others it tianslates fir,st to preoicupation with basit. skills than a mere recall of facts, the demands on the test designer Regardless ol the particular approai hes to general educa arc formidablelie American College Testing programis bon reforuii .the current 'locus on the content and ftiuy one of ,,evera Iroups designing tests to, assess broad out aspects of higher education sIgnals aeonstructive reaction to oinks tit general education But measuring a person's ahil the respite from Mere accominodatioq to growth Whatever fly to tindetqand the development of aesthetn:awareness and the directions of curfent general education retotmsit SCCIlls theory trinn a mimber of perspet ives s no easy matter_ The clear that students in _the 1980s will have less latitude in grading of subjt% live responses to tilistinguish between test currk ulunt choices, and that more of them will have tv prove takers' abilities ratlwr thanraders' predisposn ionsis a dif- priiticiency according to how their general' educationre- ficult task, but progress has been reportedon efforts it) quirements are defined. validate such questions It is only natural that the phiralistic higher education estab- l'his edition ot Issue% iii Higher Fducirtion was prepared by lishment. serving a tre.mendously, diverse student body. Flya 6:11411111)os, SRER research associate. Footnotes

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