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- W348123275 abstract "Americans are enthusiastic about novelty and value education as a problem-solving technique. It is not surprising, therefore, that in novation in education should be attempted repeatedly and sup ported heavily. The perfectability of man is an assumption of American culture; since education can by its nature never be per fect, it provides limitless vistas for exploration. Sometimes, how ever, the explorers don't ask what they are looking for or what the probability of attainment is. Innovation is seen as good in itself: educational innovations are undertaken with little or no planning for evaluation except ex post facto assessments, made without ben efit of a base line for comparison. There are occasions, however, on which it is possible to define educational problems with some precision and to plan changes which will solve these problems. Here we report such a case in the teaching of introductory an thropology at a large land-grant university. The identification of the problem and the techniques used for its solution are not revo lutionary. The reasoning behind the planning for change is based on a very old principle, but one which is rarely made explicit even by its users. During the period of explosive expansion in higher education in the 1960s, the social science departments at the Pennsylvania State University made a conscious policy decision governing course structure. Given the high student/faculty ratios in the university as a whole and in their own departments, the policymakers decided to maintain low student/faculty ratios in the advanced undergraduate courses and to schedule the introductory courses in very large sec tions, with full-time faculty lecturing to classes numbering in the hundreds. It was believed that introductory material could be given to the students in such classes with fair effectiveness, but that more advanced materials required smaller classes permitting ques tions, discussion, and a closer interaction between instructor and students. From the point of view of the faculty and the administra" @default.
- W348123275 created "2016-06-24" @default.
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- W348123275 date "1977-01-01" @default.
- W348123275 modified "2023-09-28" @default.
- W348123275 title "Rethinking the Introductory Course: Structural Determinants of Content." @default.
- W348123275 hasPublicationYear "1977" @default.
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