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This-essay is a7310132.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %MINI-COURSES 731013 In accordance with the theoretical structure of departmentalized scientific knowledge, American educators have evolved a system of introductory courses for the various sciences. These courses serve the following functions: (1) Maintain standards by eliminating science- incompetent students, (2) Lay down the theoretical foundation/assumptions for upper level theoretical courses, (3) Supply a large enough departmental student enrollment to justify small enrollments in exclusive upper level classes. Were introductory courses at the college and university level structured to be helpful to real students: (1) They would be designed to help students advance through their developmental stages. (2) They would be designed to help students learn relevant fundamentals in the context of dealing with real problems. (3) They would be packaged in smaller units so that students could pick course units which fit their individual needs. At the present time there are traditions regarding what constitutes a course-credit or hour-credit in colleges and universities. Those colleges which have chosen a course-credit system will need some imagination to design mini-courses to meet science education needs of real students. The Physics Department at St. Olaf College has moved in a helpful direction by making all physics courses half-courses which are taught in the first half or last half of each term. Students sign up for those combinations of half-courses which best meet their individual needs and each term earn an integer number of course-credits in physics. It is important to seek ways to organize the curriculum to meet the needs of real students---rather than to conform to the whims and convenience of instructors. So long as genuine dialogue between students and instructors is not possible---it will not be possible to helpfully restructure departmental curriculum. Without mutual understanding it is impossible to resolve real dilemmas through team work. When channels of communication become open, then real dilemmas may be recognized for what they are, and be resolved through political action. (c) 1999 by Paul A. Smith in GO: essayz.com "Search for Integrity and Honesty" (On Being Yourself, Whole and Healthy) ==========================================================
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This-essay is a7310132.htm which is available at the web-site www.essayz.com. These 5 lines echo top lines. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One