A University of Maryland program of required upper-level undergraduate courses designed to foster intellectual maturity consists of a selection of general education courses reflecting the interests of individual faculty members and using more sophisticated intellectual skills than most distribution courses. (MSE)

Urges that college educators strive to provide college students with both pragmatic experiences and training in abstract, intellectual thinking. (MLH)

This speech examines the image of the university as a powerful center of knowledge in the contexts of both the traditional university and the modern research university. The institution's role in thinking and research, personal growth, and social change are discussed, especially as these areas interrelate and can create an exciting intellectual…

The function of the university is shown to be not only to train people but to educate them. The importance of creativity, longevity, and humor are discussed. Short conversations with Charles A. Beard, Albert Schweitzer, Nehru, and Krushchev reveal the essence of "What I've Learned." (MLW)

Discusses what has been learned about students in college learning communities, and their progress and problems in the programs. Addresses topics including student attitudes and characteristics, retention, achievement, intellectual development, what students value about the communities, developmental changes occurring during the program, and life…

This study examined how three dimensions of college students' experiences affect critical thinking skills: (1) curricular exposure, (2) formal classroom and instructional experiences, and (3) out-of-class experiences. The study used a 1-year, longitudinal, panel study design using data collected as part of a pilot study for a national,…