Using a unique European dataset for graduates, this paper examines the determinants of college satisfaction and investigates the relative importance of human capital, course composition, and subsequent employment outcomes. We find that aspects of the degree programme related to the mode of teaching and personal development were considerably more…

How do we challenge anti-Black racism within the social work curriculum? As a requirement of all BSW and MSW programs, Human Behavior and the Social Environment (HBSE) coursework provides students with foundational knowledge about human development that is essential to theory-driven social work practice. Traditionally, conceptions of human…

An interdisciplinary team-taught course used a life-course approach to human development. Teaching strategies included elder reminiscence, life histories, and case studies. It is designed to prepare various health care professions for future roles on multidisciplinary team. (Contains 26 references.) (SK)

It is argued in this paper that the interdisciplinary course provides a setting for viewing the ordered relationships that exist among disciplines. The necessity of this approach is pointed out as it reflects the need for a highly disarticulated curriculum to address and find solutions to the complex problems facing the world community. A…

A learning organization set up to pursue meta- or process-goals for management students is described in terms of its theoretical bases and course structure. Student perceptions of the course and its outcomes are compared with expectations; discrepancies are discussed along with criticisms of the approach within a university context. (JMF)

Offers a rationale for incorporating environmental concerns into the curricula of higher education and suggests examples of curricular innovations and ways to restructure the ways colleges procure food, deal with waste, and use energy. Demonstrates how a focus on the ecosystem of college campuses can broaden students' vision of the natural world.…

Describes how individually paced instruction (IPI) works, the major assumptions of IPI and difficulties encountered with them, and problems with measuring only behavioral objectives. Concludes that IPI is useful for courses that have fixed knowledge content. (ND)

Discusses how the intersection of biography and history serves as an appropriate vantage point for understanding human lives. Explains how a course which embodied this idea was developed and implemented focusing on the 1935 Vassar class. Examines oral histories as a central feature in designing and conducting the course. (GEA)

Proposes a college course centered on research that has been done about college students. Author feels students, who are inherently interested in their own development, would thus be helped to clarify their own decision-making processes. (Author/EJT)

This paper describes an innovative approach to teaching a college course on self-management/self-control. Following a brief background statement on the history and applications of self-management, as well as the deficits of traditional self-management instruction, multimodal therapy (Lazarus, 1976, 1981) is discussed as the conceptual framework…

Describes the benefits and drawbacks of teaching a course outside one's area of expertise. Claims this enhances faculty development and alleviates burnout. Finds the positive aspects, personal and institutional, outweigh the negative. Results show favorable student evaluations. (Author/NL)

Describes the use of newspaper advice column letters as case problems in a human development course where students wrote weekly papers focusing on defining the problem in the letter, offering a solution to that problem, and relating the letter to course concepts. Reveals that students enjoyed and learned from the assignments. (CMK)

Describes an interdisciplinary course in growth and development for allied health students. The course focuses on physical, nutritional, and psychosocial aspects of development and views the individual from the time of conception through adulthood. (Author/CT)

Reviews major areas of interest in the future of undergraduate psychology education. Educators will be concerned with the increasingly diverse student needs, the value of a liberal arts education, and the need for personal and professional growth. The debate over educational objectives and program course content will continue. (AM)

This paper, written for counselors and educators, describes a course in guided autobiography (a self-narrative which is structured around important life themes such as family, work, health, love and death) and its role in developmental psychology. A description of the course which is structured around three components, lectures, writing…