Six key standards set by institutions of higher education are identified: the use of time for academic learning, content in the disciplines, level of academic performance expected of students, the preparation of teachers, cooperation with schools, industry, government to improve education, and the ethical behavior of institutions. (MLW)

Summarizes Miami-Dade Community College's comprehensive educational program reform, research concerning several components of the new program, and results of a longitudinal study comparing student performance prior to and after the reform. (DMM)

Presents general institutional requirements, criteria, and procedures for accreditation used by the Commission on Institutions of Higher Education. Links accreditation to institutional improvement. Lists the Commission's services and actions; the members of the North Central Association of Colleges and Schools; archaic names of member…

Four propositions which are consistent with the role and mission of teacher education foundations of education, dealing with the quality of education, support for faculty members, skills in development and articulation, and independent thought, form a collective plea for professional organization, unity, and involvement. (CJ)

Because of the legal implications, many faculty members are hesitant to put students on probation or to dismiss them. It is important to distinguish between academic and disciplinary sanctions and to ensure that the student benefits from due process. (JOW)

Any given academic discipline appeals to and utilizes more than one mode of knowledge; most subject matter disciplines are "interdisciplinary." To be truly educated is to have learned which intellectual difficulties to take as challenges and which to put in their place as matters of personalities or fads. (MLW)

A comparison of student performance resulting from the transition from a pass/no credit to the traditional letter grade system indicated that the former system was not superior to the latter system. Academic performance was better in the graded system; academic standards were raised, particularly at the masters' level. (Author/GK)

Suggests replacing academic failure with a system in which the teacher explains standards of coursework to students, enabling them to work toward a specific grade or to receive an "incomplete" if they fail to meet minimum expectations. Benefits of such a system are outlined. (SJL)

The author refutes arguments that collegiate grades are necessarily arbitrary, unfair, and conducive to excessive competition. He asserts that grades are simply shorthand assessments of learning and should not be used as statements of certification or rank ordering. (Author/SJL)

The author blames the decline of academic standards in higher education on permissive, client-centered theories which advocate coddling the student's emotions rather than requiring him/her to learn. (SJL)

Grade inflation, which distorts the measurement process and reduces student effort, is caused, in part, by teachers' concern for students' emotional needs. Communication of classroom expectations and grading procedures, frequent evaluation, and utilization of standardized testing data can help reduce grade inflation. (Author/WD)

Discusses five issues affecting education in the United Kingdom--financial constraints, reduction in the number of students, accountability and participation, concern for standards, and changes in social patterns. (Author/IRT)

In a successful college marketing program, students and high-quality instruction are top priorities. Marketing research should investigate student needs and frustrations, the products offered, value received for time and money invested, physical convenience and appeal, and promotional strategies. Program research and development suggestions are…

The "Horowitz" case is consistent with the general reluctance of courts to sustain constitutional challenges to decisions by educators in academic matters. Available from Willamette University College of Law, Salem, OR 97301. (Author)

In 1970 many course requirements were relaxed, but 10 years later many colleges and universities are again requiring students to select some courses from a core group of basic subjects (core curriculum). The development of core curricula is analyzed and what is actually occurring on campuses is detailed. (MLW)