This university independent course of study on the contemporary American novel is presented to bring to light a source of social significance in America. Four novels are studied: Upton Sinclair's "The Jungle," John Steinbeck's "The Grapes of Wrath" and "Of Mice and Men," and Harper Lee's "To Kill a Mockingbird." Nine assignments are included. (CK)

Questionnaires were sent to principals of the Vancouver secondary schools to determine what opportunities were provided for students to study independently. Summaries of results for each question are given. It was concluded that although well-organized and evaluated study programs are rare and principals are ambivalent about their merit, there is…

This appendix contains the questionnaire, Survey of Study Programs, which was sent to the principals of the Vancouver secondary schools to determine what opportunities were provided for students to study independently. The thirteen questions are in short answer and "Yes/No" form. There is room available for comment. (See TM 000 969.) (MS)

This independent course of study is designed to be completed within a one-year period. The course centers on the epic tradition, analyzing several well-known epics and comparing them from a critic's point of view. It is emphasized that many aspects of the course involve questions for which there are no ready answers. The introductions following…

The instructional program evaluation of a school which serves Haida and Tlinget Indians is reported. The school, located in southeastern Alaska, has a nontraditional program of mini-courses, supplemented by independent study and specific experiences in vocational areas. The evaluation was conducted at the end of the program's first year. The study…

This document presents an evaluation of the readings course program at New College at Hofstra University. Under this program, students divise an independent study project under the supervision of the faculty member. Readings courses may range from conventional readings and research to field work or the production of creative works. The student's…

This document presents the results of a study designed to: (1) obtain information that will be useful to colleges and universities as they develop new policies and implement practices in the area of Non-Traditional Educational Experiences (N-TEE); and (2) define current policy and practice and to obtain a sense of direction for additional…

THIS INSTRUCTIONAL MANUAL WAS PREPARED FOR COLLEGE ADMINISTRATORS WHO WISH TO ESTABLISH AUTOINSTRUCTIONAL PROGRAMS IN LANGUAGES NOT OFFERED IN THE REGULAR CLASS SCHEDULES OF THEIR INSTITUTIONS. SUCH PROGRAMS WOULD EMPHASIZE INDEPENDENT STUDY WITH COMMERCIALLY AVAILABLE TEXTS AND TAPE RECORDINGS, AND PRONUNCIATION DRILLS SUPERVISED BY NATIVE…

This paper describes the Orange Plan, a learning support system at Orange Coast College (California) which creates alternatives to traditional educational experiences. The Orange Plan is composed of four subsystems: (1) learning contracts, (2) information systems, (3) resource consultants, and (4) interdisciplinary studies courses. Each subsystem…

The classroom teacher is provided with a series of exercises to develop skills in three broad areas of audiovisual technology: (1) creating instructional materials--including exercises emphasizing lettering, display boards, chalk boards, graphs, laminating, duplicating, transparencies, audio tapes, visual literacy sequences, multimedia…

A program based on the business world's system of contracting between employer and employee, in effect, the production of a particular product for a specific wage as stated in a written contract, was utilized in a six week independent study assignment. Students had the opportunity to choose the subject and received credit for it. (Author/RK)

The fundamental purpose of an introductory course in education is to help students form a personal basis for decisions about entering the profession and preparing to teach. (JD)

Describes a self-paced instruction design for a university introduction to psychology course and presents factors which caused the course to fail. Concludes that a significant number of undergraduate students are incompetent and do not possess study skills necessary for a self-paced course. (KC)

Describes the stages that students go through when they are first introduced to self-directed learning and lists specific strategies teachers can use to help students through the crises. (IRT)