The general education curriculum should include academic experiences based upon selected theories of intellectual development. The works of Dewey, Piaget, and Perry provide the theoretical framework for an interdisciplinary model that takes cognitive development as the primary goal and disciplinary exposure as a by-product. (Author/MLW)

A three-year bachelor's degree curriculum is recommended for motivated and well-prepared college students, for some majors. Advantages foreseen include savings in time and money, an improved college atmosphere, higher persistence rates, and less need for departments to lower standards and resort to mass marketing efforts. (MSE)

Although financial tools, knowledge, and techniques are used daily in social service organizations, financial development and management have been treated superficially in the social work education curriculum. Reasons for strengthening this area are discussed and suggestions for effecting change are offered. (MSE)

Describes a two-semester project course required of all seniors at West Virginia University in the Department of Civil Engineering which involves team effort and encompasses four major areas of civil engineering: structures, geotechnical, transportation, and soils. (CS)

The modification of an entire undergraduate curriculum to the concept of meeting explicit educational goals and objectives is reported. This system clarifies the student's responsibility in a course, permits rapid restudy, aids evaluation by faculty, and allows for easy reorganization of courses. (JT)

The curriculum of the Western College Program at Miami University is used to illustrate the effective use of the interdisciplinary approach to undergraduate curriculum. The importance of finding the right question and stating it so the disciplines can complement, not talk past, one another is emphasized. (MSE)

Pedagogical strategies for college humanities courses in prison are discussed and patterns of failure and of success are outlined. The pattern of failure ignores the difference between on-campus and incarcerated audiences, while the successful pattern blends hard learning with exposure to university-related cultural activities. (Author/MLW)

Issues of the value and direction of liberal education are viewed from three perspectives: content, intent, and consequences of liberal arts. Educators are encouraged to characterize their own positions and those of their colleagues as a way of understanding their own and others' priorities. (MSE)

The authors advocate the adoption, in Michigan and elsewhere, of the recognized specialist, Certified Behavior Therapist. (DB)

The overall environmental education program of a college is described. Included are interdisciplinary strategies and policies, curriculum content, and plans for further development of the environmental curriculum. (RE)

The essay analyzes the issues of outdoor education in the context of the liberal arts educational institution. Discussed are faculty attitudes and the issues of academic standards. An example curriculum is described. (RE)

Expresses the concern that the qualifications demanded of Black Studies program administrators are often not rigorous. Analyzes the characteristics of 53 applicants for the position of Head of the Department of Afro-American Studies at the University of Cincinnati. Points out that most applicants did have qualifications for the job. (BE)

The elderly death rate is somewhat higher than the death rate in general. Numbers of schools with gerontological curricula and frequency of death education courses are positively related to elderly death rates. The contention that elderly deaths have less social impact is not supported. (JAC)

Nongovernmental accreditation of institutions and programs, a uniquely American process, is discussed. Institutions are shown to bear a large responsibility for making accreditation work as a major tool for improvement. The accreditation process, specialized accreditation, and future developments are described. (Author/LB)

Five models of social work practice are described: social competency, social change, medical-clinical, ecological, and learning or educational. The models are compared according to their belief systems, assumptions about the target population and social work roles, and authority patterns. (MSE)