Honors programs are reviewed that use diversity in presentation, approach, and educational context to foster intellectual development. They individualize instruction and encourage students both to form partnerships in learning and to develop their own strategies for integrating information. (MSE)

In instructional design for higher education, it is important to the success of all students to take into account the differences in individual learning styles. Research indicates that different student populations have characteristically different approaches to learning and that teachers can use patterns of effective practice to foster success…

The characteristics of current U.S. society and the roles assigned to teachers suggest the need for more comprehensive teacher education programs, including breadth in the liberal arts, depth in content fields, and field experience. (MSE)

A study investigated whether Biglan clusters of academic disciplines (hard/soft, pure/applied, life/nonlife) could be used to explain disciplinary differences in college student ratings of instruction. It was found that Biglan clusters do not explain the differences, many disciplines still emphasize knowledge acquisition over higher-order skills,…

Review of recent research on effective teaching examines six areas of higher education teaching: (1) teaching dimensions and behaviors; (2) teaching considerations (including instructional design, methods, and teaching styles); (3) teaching and motivation; (4) teaching and teacher assessment and evaluation; (5) teaching technologies; and (6)…

The similarities and differences in college honors programs' objectives, design, administration, finance, recruiting, and public recognition are discussed as a starting point for comparing programs and determining what kind of college program works best. (MSE)

An examination of the different ways in which the honors concept has been adapted from its elitist British university origins and of the assumptions underlying those adaptations reveals both the virtues and the problems inherent in the Americanization of honors. (Author/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)