When making study choices, students often find it challenging to identify their interests and strengths. Higher education (HE) systems that do not offer opportunities for reorientation and transfer run the risk of some students never completing their studies. This policy brief examines the different flexible pathways institutions can choose to…

This document deals with the Images component of the Modular Achievement Program (MAP) at Bowling Green State University. The component was designed to organize, evaluate and utilize an understanding of the world. The program is described in relation to history and time constraints, goals, students, faculty, implementation and assumptions, general…

This report describes and evaluates the Humanities Cluster College (HCC), a part of the Modular Achievement Program (MAP) at Bowling Green University. This interdisciplinary program is described according to: rationale, specific aims, detailed description of the program, subjective evaluation, evaluative research, and recommendations. Related…

This cost study of the Modular Achievement Program at Bowling Green State University indicates expenditures for the 1972-73 academic year according to the state auditor's budgetary system for state universities of Ohio. Following an overview of the financial situation, emphasis is placed on indirect university contributions, instructional cost,…

This document describes the Science Cluster College (SCC), a part of the Modular Achievement Program (MAP) at Bowling Green State University. The SCC offered a science seminar, survey courses, and laboratory work. The seminar emphasized creative aspects of scientific activity, the nature of scientific knowledge, inductive and deductive logic,…

This progress report describes the activities and summarizes the evaluation of the Modular Achievement Program (MAP) at Bowling Green State University for the 1972-73 academic year. Emphasis is placed on the general education component, the structure of MAP in its position within the University, a profile of the MAP student, student development,…

The Modular Achievement Program (MAP) at Bowling Green State University was designed to offer students an alternative experience for the freshman year. The experience would include small classes, a student-oriented staff, career workshops and an innovative curriculum. This document describes and reports the findings of a survey of student…

As state budget allocations for higher education decrease, "specialty" programs such as gerontology must continually demonstrate their productivity. State and private universities increasingly rely on student credit hours (SCH) or tuition generated, which is making it difficult for many gerontology programs to expand. The School of Aging Studies…

The communications component of the Modular Achievement Program (MAP) at Bowling Green State University is discussed in three phases. Part one offers an evaluative synthesis of Speech 102. Part two deals primarily with the speech component of the module and part three briefly discusses the modular attempts at integration. Related documents are HE…

A new faculty development program at the University of Wisconsin at Oshkosh is dependent on a new calendar year combining a traditional semester system with elements of the four-one-four and modular calendar approaches to allow for faculty research, curriculum development, a faculty college, and university institutes. (JT)

This report examines the performance of students in the Modular Achievement Program (MAP) at Bowling Green State University using the Undergraduate Record Examinations (URE) as the primary criterion. The performances of students in MAP on the URE is delineated and compared to the performance of freshman and sophomore norm groups at Bowling Green…

For the purposes of meeting the demands of the twentieth century, it is recommended that colleges adopt a form of mosaic programming. The elements of the structural framework for such programming are: (1) All general education courses should be organized as learning modules of one academic credit hour in equivalency, with written course goals and…

The Freshman General Studies Thematic Program (GST) at California State University, Chico was established in 1973 to create a general education program for freshmen and to give faculty the opportunity to explore innovative teaching methods. What resulted was a 33-unit, year-long interdisciplinary course for 36 well-motivated, well-prepared…