Because off-campus programs have become an extensive part of higher education, accrediting agencies are strengthening standards and emphasizing site visits and reviews. Areas of controversy in the accreditation process include definition of units of credit, abbreviated degree programs, and credit for prior experience. Responsibility for…

The need to build experiential learning into external degree programs is examined in terms of the framework identifying the functions of experiential elements of a program. Successful forms are defined and models of these are described. (JMF)

One problem raised by minimum competency testing is the search for effective means of remediating the learning problems of students failing the competency exams. Local school districts must rely on currently existing programs, particularly ESEA Title I programs, which have been shown to have had a limited impact on student progress in the past.…

Remedial education is contrary to traditional educational principles, for it operates only after a child has failed. Instead failure should be prevented by developmental, individualized instruction. Furthermore, remedial education isolates and emphasizes skill deficits and may lead to teaching for the test. (Author/SJL)

This examination of the basic issues confronting information science education provides definitions; traces the emergence, evolution, and current state of information science and its education; considers the external and internal problems of information science education; and makes recommendations on areas needing action. (CWM)

While cultural relativism has been an important corrective to the ethnocentrism of the past, teachers have often vulgarized this viewpoint to mean that no standards they hold can be applied to American Indian students. (Author/JC)

Re-examines some of the ideas of the "Writing Across the Curriculum" project from a classroom perspective. (Editor)

Provides a look at the recent report of the State Task Force on Competency Indicators and Standards for pupils. (Editor/RK)

Of all the achievements of the Communist system in Yugoslavia, one of the most spectacular is the extraordinary growth in the number and size of universities. This growth is examined in terms of expansion, finance, equality of opportunity, decline in staff quality, reform, academic standards, and political ramifications. (LBH)

The working conditions, attitudes, and organizational milieu of college teachers in India are examined based on a case study of the University of Bombay. Focus is on the ambivalent role of the college teacher as an individual with an inadequate income, declining social status, but the pretentions of professionalism. (Author/LBH)

Dental school admission policy must direct significant attention to the number of selectees who might enter each of the dental career fields and to those who might eventually serve population segments that currently receive little dental care. Specific suggestions for improving the admissions situation are offered. (LBH)

The argument is advanced, based on practical experience, that the concept of competency attainment and the supporting behavioral methodology has a limited utility and may even have seriously debased educational standards. The prime contribution of competency-based education has been its focus on achievement as opposed to instruction. (Author/LBH)

The author presents a brief description of the process used to develop Standards for the Preparation of Counselors and Other Personnel Services Specialists. The Standards, adopted by ACES in October 1973, are also presented. (Author)

Although most teachers are aware of documents identifying standards in their subject areas, few know about "external" standards documents or the standards movement as a whole. Despite impressive lists of content standards, U.S. educators lack direction due to four major problems: multiple documents, too much information, controversial content, and…

Setting high standards will not cause excellent student performance. Standards must be set for the everyday work teachers expect of students. Work-design standards are needed to protect students from pointless teacher-generated work. Greater coherence and focus for learning will occur if secondary schools are designed backward from worthy tasks…