Approach to Independent Study. New Dimensions in Higher Education. Number 13.

Sonst. Personen	Hatch, Winslow R. (Mitarb.) ; Richards, Alice L. (Mitarb.)
Institution	Office of Education (DHEW), Washington, DC.
Titel	Approach to Independent Study. New Dimensions in Higher Education. Number 13.
Quelle	(1965), (81 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Bibliographies; College Students; Competency Based Education; Discussion Groups; Higher Education; Honors Curriculum; Independent Study; Individualized Programs; Libraries; Needs Assessment; Professional Education; Program Evaluation; Self Directed Groups; Seminars; Student Motivation; Student Participation; Teaching Methods + Suchen Sie Ihr Suchwort? Verantwortung; Collegestudent; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbststudium; Individualisierte Ausbildung; Library; Bibliothek; Bedarfsermittlung; Berufsausbildung; Programme evaluation; Programmevaluation; Seminar; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Summaries of studies or experiments dealing with some aspect of independent study are compiled in this report. The papers include: (1) "The Future of Self-Directed Study," by Howard E. Gruber; (2) "Freshman Seminars at Harvard," by Eric W. Shaw; (3) "Independent Study in Honors Programs," by Philip I. Mitterling; (4) "Independent Study and the Academic Library," by Patricia B. Knapp; (5) "Independent Study at Knox College," by Rene N. Ballard; (6) "'Search' Behavior in Undergraduates," by Stephen Kaplan; (7) "Independent Study of Professional Education at Cornell," by L.B. Hixon; (8) "Self-Directed Student Groups and College Learning," by Leslie R. Beach; (9) "Student-Led Discussion Groups," by Clarence Leuba; and (10) "Introductory Seminar in American Government," by Victoria Schuck. The findings presented suggest that unless students and faculties are more critical about the nature of the inquiries made in independent study, their accomplishments are likely to be modest or disappointing. They indicate further that this learning experience should involve a total climate of learning. (LBH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC