Reviews early methods of formal training for library acquisitions, textbooks pertaining to the subject, and relevant library literature to provide a historical perspective on education for acquisitions. Strategies to provide basic and adequate training in acquisitions for all librarians are suggested. (49 references) (CLB)

Discusses the difficulty of defining and measuring curricular quality and traces the long history of the search for quality in education. Reviews the criticisms and recommendations voiced by the writers of the educational reform movement of the mid-1980s. Describes the Great Books curriculum at Saint Mary's College in California. (DMM)

Questions whether voluntary self-regulation as practiced through institutional accreditation can adequately regulate expanding international education activities. Points to challenges related to legality, international linkages, curricula, and regionalism. (DMM)

Warns against the dangers of an undertrained work force and suggests that continuing education play a stronger role in worker training. Suggests an ideal set of continuing education offerings, with units focusing on workplace training, further professional training, and programs to address special community needs. (DMM)

Questions whether English literature should be retired from the two-year college curriculum or, at the very least, altered. Contends that the time has come to require the English literature course as prerequisite to college entrance and eliminate it from the first two years of college study. (MS)

A review of college courses on the philanthropic tradition includes descriptions of programs at Babson College, Chapman College, the City University of New York's Bernard Baruch College, Georgetown University, Illinois State University, Northwestern University, Regis College, and Seton Hall University. (MSE)

Relates that art education has not been an integral part of the university curriculum. Contends that the recent emphasis on design education in universities and the discipline based art education movement in the public schools have a great deal in common that might enhance curriculum development at both the university level and in the public…

During the '40s and '50s, an experiment in general education was conducted at the undergraduate college at the University of Chicago. "The Chicago Plan" included: students would enroll after two years of high school; a strictly prescribed curriculum; an autonomous faculty; and comprehensive exams to assess students' progress. (MLW)

Specific suggestions for reducing the emphasis placed on college athletics and increasing the emphasis on precollege and college academic standards are made. They include abolishing post-season training, reducing eligibility, increasing accountability for athlete graduation, and not accepting or recruiting academically deficient high school…

Summarizes the development of Iranian library and information science education from the 1930s to the present, including the period of continuing education and university department development prior to the Islamic Revolution and the post revolutionary period of reorganization. The discussion includes an assessment of accomplishments and problems…

Examines ways in which the university has affected the community college, focusing on the university's role in the establishment and emergence of community colleges, its effects on mission and philosophy, the influence of university training on community college faculty and administrators, and direct and indirect influences on the curriculum. (DMM)

Draws upon a case study of a community college program review to examine the application of a competency-based approach to the process of curriculum design. Suggests that competency-based curriculum development shifts the basis for decision making from teacher knowledge to an objectified accounting system of employers and curriculum technicians.…

Student responses in evaluating a chemistry program were used to map out significant objectives of the program, courses most liked, courses least liked, and the qualities of these courses and their lecturers. The significant objectives were those related to practical work, followed by those dealing with the world of work. (Author/MLW)

Academic humanists have been hearing that too much of their research and teaching was politicized, trivialized by a fascination with popular culture, and preoccupied with questions of race, gender, and class. The most frequent target of critics are literary theorists and others farthest from traditional subjects and approaches. (MLW)

In a discussion of whether higher education must define, for the general public, the meaning of the baccalaureate degree, two higher education policy specialists present their perspectives. One argues that greater emphasis should be on the education behind the degree and recommends research and experimentation into outcomes. The other finds…