An Evaluation of Undergraduate, Problem-Oriented Interdisciplinary Courses in International Studies. Final Report.

Autor/inn/en	Paine, Whiton S.; und weitere
Institution	Cornell Univ., Ithaca, NY. Center for Improvement of Undergraduate Education.
Titel	An Evaluation of Undergraduate, Problem-Oriented Interdisciplinary Courses in International Studies. Final Report.
Quelle	(1974), (244 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Concept Teaching; Developing Nations; European History; Group Unity; Higher Education; Instructional Innovation; Interdisciplinary Approach; International Studies; Peace; Political Power; Political Science; Problem Solving; Program Evaluation; Rural Development; Team Teaching; Thematic Approach; War; World Affairs + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Gruppenidentität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational Innovation; Bildungsinnovation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Internationaler Studiengang; Frieden; Politische Macht; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Problemlösen; Programme evaluation; Programmevaluation; Rural environment; Development; Ländliches Milieu; Entwicklung; Teamteaching; Themenzentrierter Unterricht; Krieg; Weltpolitik
Abstract	A program developed by the Center for International Studies (CIS) at Cornell, focusing on world-based, political problems was evaluated for the ongoing improvement of the program. Of particular interest was whether the program was meeting its characterized goals of interdisciplinary content, problem orientation, and team teaching at the introductory level for undergraduates. The "Context-Input-Process-Product" evaluation model chosen to assess the program relied on data collected from student questionnaires and ratings, course and program documents, grading data, interviews with faculty, and observations of course activities. The results of the evaluation presented descriptively, begin with a history of CIS and the development of the program. A description of the character of the courses, then, indicates a change in the focus of the program as it progressed. The six courses are now more aptly characterized as being specialized, advanced, international studies courses. Suggestions for continuation of the program take these changes into consideration. A bibliography and appendixes containing data collected and important aspects of each course complete the report. (JH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC