Faced with mounting criticism, a professor suggests that universities show that they still care about the respect, dignity, and worth of every individual. (Editor)

Summarizes what has been done at Oregon State University in formulating a definition of the university's purpose, standards, and values, and proposes what still needs to be done. (Author/PG)

Excessive emphasis on faculty publishing may add prestige to an institution while damaging other areas of faculty responsibility and opportunity essential to real institutional stature. (Editor)

A music professor suggests that science, math, English and history departments of colleges and universities can help build public relations, thereby taking the burden off touring choral groups, orchestras, and bands. (PG)

The free enterprise system can be adapted to university life. Any professor would be able to offer a course of his choosing on his own time and charge tuition for it. This system would parallel the regular course structure. (Author/PG)

The results of a questionnaire indicates student academic experience profiles that can be employed in generating faculty discussions about the nature of an institution's academic character. (Author/PG)

Presents 3 tenets necessary for quality higher education: (1) it is the responsibility of the college for the students to acquire knowledge; (2) both the learner and the teacher are members of a learning community; (3) the integrity of the college depends upon the seriousness with which the faculty and students accept a value system based upon the…

A reconstruction of colleges and universities to develop valid theory with which to direct the course of social action is proposed: the breakdown of compartmentalization between and within disciplines, casting off the myths of "value neutrality" and science as "descriptive," and the integration of theory and practice. (JT)

On the assumption that an educated person is one who possesses the capacity to develop his potential to the fullest, the author lists eight detailed outcomes and activities that he believes should comprise the fundamental objectives of the undergraduate program at the American university. (JT)

Arguing that students' demand for relevance is for wisdom rather than for utilitarian knowledge, and that it is caused by poor teaching, particularly in the liberal arts, the author emphasizes the individual teacher's responsibility to communicate the proper view of education, to lead students in their search for wisdom. (JT)

Calls for increased attention by colleges to articulate their efforts with those of earlier schooling, out of school learning, and subsequent life-long learning, both formal and informal. Discusses various social trends which increase the need for attention to articulation. (JT)