This paper is the description of a pilot course in Mastery Learning in a survey course in English literature at the Beirut University College in Beirut, Lebanon. The course was designed to increase ...the retention of knowledge and skills of students of another culture, utilizing the lecture-discussion method and the mastery learning concepts. Examinations were given to groups a year after they had taken the course. The results revealed that the groups taught by the mastery method did significantly better on multiple-choice, fill-ins and essay questions demanding the techniques of analysis. Also included are the results of student course evaluations which show that students liked the Mastery Learning method better than the traditional lecture-discussion techniques, particularly in courses which cover large amounts of content.
The direction of federal and state policy toward independent higher education is summarized with particular focus upon the last two decades leading up to present data collection efforts by the ...National Center for Education Statistics (NCES) and state governments. After a review of the usefulness of the Higher Education General Information Survey (HEGIS) to independent institutions and the NCES plans for future data collection, the lack of responsiveness to the needs of the independent sector at both the federal and state levels and the consequent need for a national association, the National Association of Independent Colleges and Universities (NAICU) and the formation of a State-National Information Network for Independent Higher Education are described. The rest of the paper describes the objectives of this Network and the need for specific data collection to service the public policy concerns of the independent sector. The concluding section discusses the implications for institutional research in the independent sector. (Author/JMD)
This second annual report of openings, closings, mergers, and accreditation status of independent colleges and universities is part of a study to provide baseline data for observing the changes in ...the independent sector of higher education. The information was compiled from a survey of state postsecondary agencies and state associations of independent colleges and universities, and from two other publications. Among the highlights of the period from winter 1970 through summer 1978: 64 independent colleges and branch campuses were founded, though 129 closed and 42 merged with other independent institutions; 17 colleges shifted to public control; 325 institutions and branch campuses attained accredited status from nationally recognized agencies, and none (other than those closing) lost accreditation; and the greatest net loss of institutions occurred during 1975-1978. The listings of institutions are by type of change (first-time openings, closings, mergers, shift to public control, attainment of accreditation and by type of institution. Among the information given for each institution is: year of founding, year entered in the Education Directory, type of program (two-, four-year, or specialized program), accreditation agency, headcount enrollment, single-sex or coed, and religious affiliation. (MSE)
The third annual report lists openings, closings, mergers, and accreditation status of independent colleges and universities in the decade of the 1970's. Institutions having changed status are listed ...alphabetically by state, with pertinent dates and institutional characteristics given. Some narrative analysis is provided. Among the highlights: 91 percent of the openings in the 1970's occurred by 1974; only seven institutions were founded in the second half of the decade; 76 independent colleges and branch campuses were founded (10 two-year, 34 four-year, and 32 specialized institutions); 141 colleges and branch campuses closed (45 two-year, 57 four-year, and 39 specialized institutions), over two-thirds of them in the first half of the decade; 65 mergers of independent institutions occurred (29 two-year, 24 four-year, and 12 specialized institutions); 19 colleges shifted to public control (9 two-year, 6 four-year, and 4 specialized); and 358 independent institutions and branch campuses attained accreditation status from nationally recognized agencies (75 two-year, 168 four-year, and 115 specialized institutions). Appendices include criteria for listing in the "Education Directory," accreditation abbreviations, and a list of institutional name changes. (MSE)
A national study of student aid recipients during the 1978-79 academic year was undertaken to prepare for policy discussions on federal aid programs for reauthorization of the Higher Education Act. ...The report focuses on the characteristics of students receiving aid and the typical patterns of packaging financial aid for students in independent colleges and universities. Among the highlights are these: 58 percent of all undergraduates in independent colleges and universities received some form of financial aid. Parental income determined the range of schools to which students had access. The lower the family income, the larger the student's unmet financial need, despite availability of a variety of aid programs. Independent school undergraduate aid recipients had the highest unmet need, averaging $615 per student. The average parental contribution as a percentage of total student expenses ranged from 4.9 percent (for the $0 to $6,000 income group) to 77 percent (over $36,000 income). Need-based grants ranged from an average of 49.2 to 12.1 percent of total expenses for those income groups. Lower income groups received this aid primarily from state and federal programs, while higher income groups received it primarily from institutional funds. On the average, students supplied one-third of total college expenses, though upper-income students bore a greater self-help burden. Data tables accompany the survey analysis. (MSE)
This third annual survey of the fall enrollment at independent colleges and universities is designed to provide timely information for college presidents and policy-makers. The study utilized the ...national sample of the Minter-Bowen study, expanded in 1977 to include research universities and two-year colleges. This stratified sample of 135 institutions represents a universe of 1,157 institutions, or all of the independent sector, except autonomous professional schools. The response rate was 100 percent. The following information is presented: freshman headcount enrollment; undergraduate, graduate, and first professional headcount enrollment; percent change in transfer student (excluding freshman) headcount enrollment; and total headcount enrollment. Findings include the fact that freshman headcount increased moderately in fall 1979, up 2.6 percent from fall 1978. Major increases were found at two-year colleges. Graduate student enrollment increased, but a shift in enrollments appears to be occurring that may have the effect of consolidating more students in fewer programs. There was no change in first professional headcount enrollment, and transfer student enrollment increased by nearly 10 percent. Overall, total headcount enrollment has continued to increase, up 1.5 percent from fall 1978. (SW)
Information on l978 fall enrollment at independent colleges and universities is provided for college presidents and policy-makers. The study utilized the national sample of the Bowen-Minter study, ...expanded to include research universities and two-year colleges. The stratified sample of 135 institutions represents a universe of 1,157 institutions, which is all of the independent sector, except autonomous professional schools. Data are provided on freshman, graduate, first-professional, transfer student, and total enrollments. Freshman and graduate headcount enrollment remained about the same in fall 1978 as in fall 1977, although graduate enrollment as a percent of total enrollment is declining at all types of institutions. First-professional enrollment is up at all colleges and universities, and first-professional headcount is increasing slightly as a percent of total enrollment at universities. The percent increase of transfer students is up in two-year colleges and comprehensive colleges and universities. Information is presented on enrollment in different regions of the country, by type of institution, and size of institution. (SW)
Information is provided on selected federal student assistance and categorical programs to provide quick reference for public policy deliberations of the independent sector of higher education. The ...emphasis is upon programs administered by the Office of Education. Four major sections are provided: federal student assistance for undergraduates and graduates; federal categorical programs for the Department of Health, Education, and Welfare; and federal categorical programs for other departments and agencies. Each program is described and its funding history is provided, including the administration's recommended budget request for fiscal year 1980. For several programs, there is an analysis of the distribution of funding by sector, type of institution and control, and state. The information and data have been compiled from published documents from federal agencies, from unpublished records and data, and from interviews with agency personnel. (SW)
