Educators who recognize the need to clarify their programs' goals have focused much effort over the past decade on learning outcome statements that summarize complex academic ideas in succinct terms. But have the projects gone far enough? While faculty have worked to demystify disciplines and programs, the words they use still come across as…

Based on the work of the European University Association (EUA) Learning & Teaching Initiative and the outcomes of the 1st European Learning & Teaching Forum, this paper underlines the importance of learning and teaching (L&T) as a core mission and responsibility of universities. Student learning needs and success must remain at the…

This editorial describes the swinging pendulum of the role of clinical supervision in relation to the clinical skill development of students in athletic training programs. In the past, students working as interns were essentially assistant athletic trainers with little direct supervision, which resulted in decisions being made with less than…

Considers the need for students to learn responsibility. Describes a current absence of such skills and suggests a strightforward approach for correcting the situation at the college level. The urgency for remediation in this area is discussed, emphasizing the importance of responsibility throughout life. (Author)

Addresses the need for college students to develop the knowledge and skills necessary to assume leadership roles. A paradigm is presented for use in the procedural leadership development of college students who are members of nontraditional leadership populations and individuals with either minimal leadership experience, apparent interest in…

It is common knowledge that advances in technology are creating more connections between people and places that previously were considered to be worlds apart. This has significant implications for college students preparing to enter the workforce. Internships abroad can be a valuable means for career exploration, skill development, and creating an…

Comprehensive programs to enable students to acquire skills necessary for college work are discussed. It is suggested that developmental courses be supplements to regular academic courses. In starting a new developmental program, three factors are important: commitment of the school's faculty and administration to the program's success, adequate…

It is argued that college students can learn to improve their writing by being taught a number of basic strategies. A distinction is made between weak and strong strategies, and a number of each are identified and discussed. Classroom instructional procedures supporting improvement of skills are outlined. (Author/MSE)

The use of thought modeling as an effective technique for teaching academic learning skills is examined. Based on decision theory, it is proposed that learning is improved when the student makes active decisions about learning actions or skills. Control over learning is dependent upon the quality of decisions about matching learning resources and…

Explains how a key academic support service--the university writing center, can assist Generation 1.5 students (long-term U.S. residents and English language learners fluent in spoken English) as they develop their writing skills. (Author/VWL)

Students who volunteer for student activities work gain a number of valuable skills through their participation. These skills can be turned into marketable ones that will aid student volunteers in finding paying jobs. (MLW)

Suggests that an integrated, comprehensive skills program can be used to assist underprepared students in attaining required academic standards. Describes approach which encourages development of proficiency in basic skills by focusing on synergism between cognitive and affective domains. (NB)

Discusses the effects of mastery learning and criterion-referenced grading schemes on student memory and motivation to succeed. Indicates that such programs are effective in college level developmental education programs. Provides suggestions for establishing criterion-referenced grading schemes, including several variants of mastery grading…

Defines learning disabled (LD) and discusses problems related to the identification and accommodation of LD students on college campuses. Reviews approaches that have been taken to modify instructional practices and possible solutions to meeting the needs of LD students. Addresses considerations in college selection. (DMM)

The uneven skills profiles of diversely prepared students suggest the need for a broadened definition of basic skills. An enlarged, pivotal role is proposed for skills specialists, with a goal of helping to create skills-competent institutions. (Author/MLW)