Showing papers on "Coursework published in 1989"

Phoenicians in Southern Crete

Abstract: 18 p. : ill. - This article is not intended for distribution, but for personal use only. Anyone wanting to use the article for coursework or any other purpose must obtain copyright permission from the Archaeological Institute of America. - This article has been scanned and reformatted by the T-Space Digitization Project Assistant. If a researcher is interested in referencing this work, it is recommended that the citation listed above be consulted, as the page numbers of the PDF file do not match those of the original publication.

Content of Special Education Courses for Preservice Regular Education Teachers

Abstract: A national survey of special education coursework requirements for preservice regular education teachers was conducted. The purposes were (a) to identify specific content of these required special education courses, (b) to identify individual universitylcollege and state certification credit hour requirements in the area of special education, and (c) to identify the types of direct experiences with exceptional learners and parents as required in the course work. Results, implications, and conclusions are discussed.

Training and Selecting School Leaders.

Abstract: Chapter 3 of a revised handbook on school leadership, this chapter discusses the task of training and selecting the school principal--a key person in efforts to achieve educational excellence. Unfortunately, administrator training and selection methods are often ill-suited to developing and employing outstanding leaders. Traditional avenues to the principalship, including university coursework and teaching and administrative experience, have not proved satisfactory. Practitioners complain the most about deficiencies in graduate training. Three classroom bridging procedures (performance simulations, case studies, and games) offer some promising new training strategies. Various field-based experiences are also recommended, along with school district-sponsored programs. To make principal recruitment less haphazard, the applicant pool must be expanded through outside recruitment, career ladders, internships, and training programs. The principal selection process can be improved by revamping selection criteria and vacancy announcement, screening, and interviewing practices. Innovative principal induction programs, such as peer-assisted leadership, are also needed. Districts can help orient beginning principals by instituting buddy systems, structuring the workload, giving feedback, and developing professional growth plans. Practitioners anxious to capitalize on the coming "window of opportunity" offered by retiring principals can use the above strategies to assess the status of their methods for preparing, recruiting, selecting, and inducting principals. (MLH) ******* ************ ********* ****************** ***** ********** ***** ***** Reproductions. supplied by EDRS are the best that can be made from the original document. * ******* ** ***** **** ******** *********************** ****************** ***

Cadaver talk: Medical students' accounts of their year-long experience

Abstract: This is an account of a year-long investigation of seven medical students' dissection experience. The purpose of the study was to belter understand what medical students think and feel during dissection to get their perspective, in their language. The written narrative is divided into three parts: before dissection, after the first cut, and separation complete. Each is further divided into themes that emerged from analysis of the interview data: anticipation of the first cut, the spirit/humanity of the cadaver, human markers, from apprehension to fascination, anatomical reminders, lived lives, and treatment and handling of the cadaver. Recommendations include concurrent coursework in the humanities, psychological support, parallel attention to students' professional development, and memorial services for meaningful closure when dissection is completed.

High School and College Psychology: Two Different Worlds:

Abstract: More than 300 public high schools were surveyed about psychology classes, with approximately 60% of the schools responding. The faculty for these courses are invariably in social studies departments, have little undergraduate or graduate coursework in psychology, and generally are not aware of the APA high school psychology program. The one-semester course emphasizes personality and developmental psychology and, to a lesser extent, social psychology, learning, and health. This personality-developmental focus and the resulting lack of student preparation for the more science-oriented college course is attributed to the limited training of the high school instructors, their job environment, and their goals for the course.

Differential Coursework and Grades in High School: Implications for Performance on the ACT Assessment

Abstract: This report examines Che relationship between the number and type of college preparatory courses students take, their grades in those courses, and their ACT test scores. Of particular interest is the impact of differential course taking on the ACT scores of sex and racial/ethnic subgroups. Regression models were developed for the five ACT scores using the expanded course transcript information from the Course Grade Information Section of the ACT Assessment, and selected background variables. A random sample of the ACT-tested graduating class of 1987 was selected for the study; junior and senior data were analyzed separately. Separate analyses by racial/ethnic and sex subgroups were also conducted to determine the relative contribution of each independent variable to the model. An additional analysis determined the reduction in the differences in ACT scores for sex and racial/ethnic groups when high school curricula, performance, and background characteristics were held constant. DIFFERENTIAL COURSEWORK AND GRADES IN HIGH SCHOOL: IMPLICATIONS FOR PERFORMANCE ON THE ACT ASSESSMENT Not since the 1950s has the American educational system been the focus of so much consternation, criticism, and commentary. Much of this concern centers on the high school curriculum; critics ask. whether students are being adequately prepared to cope with both the demands of postsecondary education and the complexity of an increasingly technological society. This question has been answered with a resounding "No" by several major studies, including the Carnegie Commission's report on secondary education (Boyer, 1983) and the National Commission on Excellence in Education's "A Nation at Risk: The Imperative on Educational Reform" (1983). The nation's response to these highly critical reports, while not swift, has been consistent. Many states have, for example, legislated more demanding high school graduation requirements, while many others are now doing so. The Condition of Education (1986) reported that as of 1985, 34 states had mandated an increase in the number of required courses by 1 to 8 units. Clearly, the trend seems to be in the direction of increased rigor and renewed emphasis on the "basics" in secondary education. While students' increased ability to cope in society as a result of a more rigorous high school education cannot be directly assessed, it is possible to estimate the likely improvement in certain areas of academic skills and knowledge. In particular, the ACT Assessment college admissions test battery measures academic knowledge and skills that are typically taught in high school and that are considered essential for success in college (ACT, 1987). Consequently, changes in academic preparation should affect performance on tests like the ACT Assessment. The purpose of this paper is to determine the relationship between the number and type of college-preparatory courses taken by students, their grades in these courses, and their ACT

Assessment of Academic, Personal, and Career Development of Alumni from Southeast Missouri State University:

Abstract: A survey containing institutional and program-specific items examined psychology and other graduates' evaluations of their undergraduate education (1983–1985) at Southeast Missouri State University. Psychology respondents resembled respondents from other majors in their social and personal interests, but differed from other respondents in their educational and career attitudes. Psychology respondents were more likely to be enrolled in graduate coursework than were other respondents and indicated greater agreement that preparation for this coursework was important to them, in contrast, they expressed less agreement than other respondents that career preparation was important. Also, psychology respondents who did not pursue graduate education expressed some dissatisfaction with the career advising and preparation offered in their major. These findings reaffirm the need for psychology departments to develop flexible curricula to meet the diverse needs and interests of their majors and to provide better caree...

Foreign Languages and the Business Curriculum: What Do the Students Think?

Abstract: of global competition, Copeland (p. 23) notes that "American multinational organizations must face the difficult reality that our workforce lacks international or intercultural competence." Although employers can take some steps to enhance their managers' international competencies, any broad-based solution to this problem must include an increased emphasis on internationalizing our educational system. In schools of business, there is growing acceptance among business educators of the position espoused by Steers and Miller (p. 21), that an international perspective is today ". . . an essential element of the business curriculum, and students must be exposed to the international dimension of business throughout their academic program." This view is already reflected in the curricular standards and requirements established by the American Assembly of Collegiate Schools of Business (AACSB).2 With broad latitude in AACSB requirements, accredited American business schools have made use of a range of approaches to begin internationalizing their curricula. Most have chosen to integrate an enhanced international component into existing business courses, while a few have created a mandatory international business course. A number of programs also have added the requirement that students take one or more internationally relevant courses in their nonbusiness (liberal education) coursework. Regardless of the approach adopted toward internationalization excepting a small number of schools with specialized international business foci--virtually no specific consideration or encouragement has been given to foreign language preparation or training in the business curriculum. Nationally, little is known about the extent to which business students possess second language competence or seek to acquire such competence through enrolling in college-level coursework. Similarly, little information is available concerning both the factors that lead business students to pursue or not to pursue foreign language coursework, and student perceptions about the relevance and usefulness of second language competence to their future careers. This study reports the results of a survey of undergraduate business students directed at expanding our awareness of student behaviors, motives, and reactions to foreign language study as a component of their business education.

Creativity and achievement in design coursework

Abstract: Findings from this investigation with 81 college students indicate that ideational fluency is a valid predictor of student achievement in an interior design course. Both original and popular ideational fluency as measured by the Multidimensional Stimulus Fluency Measure were related to the course grade, design criteria scores, and the final project grade. Very few studies have found such a clear relationship between performance on any measure of creativity and actual performance in a course. The results suggest that the MSFM is a valuable tool for use in conjunction with other criteria in admissions screening for an interior design program.

Designing agribusiness capstone courses: Overt and covert teaching strategies

Abstract: An agribusiness capstone course offers the opportunity to integrate previous courses in finance, marketing, and other functional areas. In addition to the stated (overt) objectives of coursework integration and new material in strategic management, the capstone course allows for building interpersonal and communication skills through a covert agenda. The covert agenda is not explicit in the syllabus, but is an integral part of a well-defined set of learning objectives.

The Role of Writing Quality in Effective Student Résumés

Abstract: While writing teachers view the resume as a sophisticated rhetorical chal lenge, students tend to see it as a "technical specification"of their employment qualifications. This study investigated the reader's perspective by examining how writing features influence recruiters' assessments of resumes. Eighteen recruiters rated 72 resumes describing fictitious mechanical-engineering stu dents. Four resume features were systematically varied: relevance of previous work experience, elaboration ofindependent coursework, stylistic quality, and mechanical correctness. The major result suggests that technical work experi ence is important but not sufficient: If the resumes of technically well- qualified applicants contained grammatical errors, recruiters rated these resumes lower than resumes listing less experience but containing more accu rate writing.1

Generalizability of the Differential Coursework methodology: Relationships between self-reported Coursework and performance on the ACT-COMP exam

Abstract: If the assessment of student outcomes is to be successful in improving the quality and effectiveness of American higher education, measures of student achievement must be linked to the characteristics of academic programs. The Differential Coursework Patterns Project (DCPP), directed by Dr. James Ratcliff at Iowa State University, appears to offer a method of linking outcomes measures to program data. However, questions must be raised about the generalizability of this method. The results of this study suggest that the differential coursework methodology may be used effectively with at least two different measures of educational outcomes. Moreover, this methodology can be used with coursework data gathered either through transcript analysis or students' self-reports. The results of this study also indicate that the choice of statistical techniques may not be generalizable. The techniques selected should be determined by the nature of the institution, the types of outcomes measures used, and the configuration of the data.

Renegotiating Vocational Instruction.

Abstract: Recent research by the author and others suggests that secondary vocational instruction may often fail to develop students' analytical and critical thinking skills. This failure, it is argued, is manifest in teacher-student “negotiation” as set in a complex social, economic, and institutional context. The article focuses on how vocational education might be reformed to address this problem. Discussed are the need for instruction in problem solving and decision making, more basic skill instruction, student involvement in the group management of entrepreneurial projects, development of critical thinking skills for the purpose of improving workplaces and society, revision of vocational teacher preparation, and a restructuring of the ways in which secondary vocational education is offered. Vocational education is redefined as academically integrated, experiential coursework in which a diverse group of students is educated broadly for work, learning, and life.

A Survey of Foreign Students in MA-TESOL Programs.

Abstract: A national survey of Master's programs for teachers of English as a Second Language (N=63) found that significant numbers of non-native-speakers (NNSs) are enrolled in these programs. The survey questions were presented in five areas: (1) numbers of students and native language/cul,are'backgrounds; (2) admissions requirements; (3) academic needs; (4) follow-up information on graduates; and (5) attitudes of faculty toward the presence of foreign students. While admissions and degree requirements are generally the same for native-speakers (NSs) and NNSs, most programs require some evidence of English proficiency from the NNSs. Problems reported for NNSs relate primarily to English proficiency and financial limitations. However, while many programs reported that their NNSs were weak in English proficiency, most did not want to add an additional English course for the NNSs. It is concluded that concerns about creating double standards have been raised, and that institutional resources, financial and staff, are too limited to allow for an additional course. Most programs appear to see little or no difference in practical training required of NSs and NNSs. Faculty seem to feel some ambivalence about NNSs in the Master's programs; while nearly all faculty members felt NNSs were at asset, not all faculty were eager to attract more NNSs to such programs. Additional research is planned. (MSE) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** A SURVEY OF FOREIGN STUDENTS IN MA-TESOL PROGRAMS by Lizabeth England, Eastern Michigan University Cheryl Roberts, University of Northern Iowa U.S. DEPARTMENT OF EDUCATION Office c4 Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Orinis document has been reproduced as received from the person or organization Originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OE RI position or policy Master's program's in teaching English to speakers of other languages (MATESOL) in the United States are accepting growing numbers of non-native speakers (NNSs) of English. For the first time, there are many programs in which a minority of the candidates are native speakers (NS) of English. How are programs responding to changes brought about by the growing numbers of NNSs in MA-TESOL programs? On the basis of a perspective described by Strevens (1980) and piloting begun last year by the authors (England, 1987, Roberts and Shields, 1987) a survey was distributed to 123 MA-TESOL programs, most of which are listed in the Directory of Professional Preparation Programs hi TESOL hi the United States(Frank -McNeil, 1986) in order to discover how programs were adapting to this change. The survey had a response rate of 57%. Of those returned, seven indicated that the institution either no longer had a program or provided coursework for endorsements or specializations but not for an academic degree. Results were compiled on 63 surveys. The survey questions were presented in five broad areas: 1) numbers of students and native language/cultural backgrounds; 2) admissions requirements; 3) academic needs; 4) followup information on praduates; and 5) attitudes of faculty toward the presence of foreign students now and in the future. Of 2,401 students in the 63 programs, 1,021 or 42.5% are NNSs. The four major languages/cultures represented are 39% Chinese (27% Republic of China; 10% People's Republic of China and .5% Hong Kong); 15% Japanese;

The Performance and Subsequent Employment Status of PGCE Students: academic and attitudinal predictors

Abstract: Although much research has been carried out into factors which predict the academic performance of undergraduates, less attention has been given to predictors of success in postgraduate training. In the present study, the extent to which demographic, academic and attitudinal factors predicted the teaching practice and coursework performance of Postgraduate Certificate of Education (PGCE) students was examined. Factual information was obtained from student records, and self‐report data were collected during the first week of the course. The number of students participating was 126 (a 93% response rate). Regression analyses demonstrated that the predictor variables jointly accounted for substantial proportions of the variance in PGCE performance. Degree class, previous teaching experience, professional commitment, high motivation toward teaching, and the interaction between subject area and A level scores were significant predictors of overall performance, but the detailed pattern of results was different f...

External Students and Public Libraries: Student Perspectives

Abstract: Reports on a 1987 survey of externally enrolled students at Deakin University, Geelong. Findings showed that a majority of external students were frequent users of public libraries, with public libraries used more frequently than any other type of library, including the student's own University Library, and that a significant proportion of that usage was directly related to course-work. Accessibility/convenience of the public library, and an ability to browse the shelves directly were the major reasons cited for using public libraries for coursework. The extent of tertiary students' usage of public libraries for formal coursework highlights the importance of close co-operation between the academic and public library sectors in planning library services for this user group, and the need for a concerted campaign to promote the educational role of the public library in the community, and to funding authorities.

Graduate art therapy training within a school of professional art

Abstract: In tutorial, an art therapy graduate student expressed exasperation with her coursework She was being rigorously schooled in the artwork of disturbed, psychiatric patients, but, having come from a lecture on psychopathology to a studio painting class where her instructor exhorted her to loosen her formal style, to dispense with convention, to take inspiration from Spencer and Bacon by floating or disintegrating her figurative forms, she was perplexed What had happened to the edicts of a well grounded, undistorted human figure‘? What about the figure as a barometer for emotional balance? The instructor in psychopathology had described adaptive or integrated art in ways that made it sound more like the fascist art of National Socialism than the work shown by intact artists in Chicago’s contemporary galleries! By its hybrid nature, art therapy is a fieid of provocation and contradiction The marriage between the visual art process, human psychodynamic process, and therapeutic intervention is uneasy at best Successful art therapy, however, demands that these contrasting and sometimes conflictual areas be effectively integrated Through rational and creative integration emerges what art therapists consider to be a powerful therapeutic tool Individuals who are disturbed, depressed, or oblivious are given the means for finding self-worth, productivity, and a measure of cathartic relief-regardless of the capacity to articulate their concerns through conventional verbalization Art therapy is subjective and is caught between the even softer field of visual art and the harder fields of behavior modi~cation, art education, and human development Subsequently, in order to survive, gain credibility, and develop as professionals, art therapists have had to enter into the realms of relative yet sometimes hostile disciplines The maturational pains that the field has sustained in the first 30 years of its development are reflected especially within the universities that train art therapists Each graduate program has had its own conflicts to resolve, depending upon the context in which it is housed within the university structure Traditionally, training programs have been a~liated with public and private liberal arts universities, with a few attached to teaching hospitals Within these settings, the art therapy program is at its most neutral-sharing a wide range of interdisciplinary coursework in the humanities, psychology, studio art, and special populations In this context, art therapy programs appear to dovetail nicely with universities whose resources already include medical schools, education departments, and tine arts programs This paper will describe the education of art therapists within the nontraditional setting of an art school The School of The Art Institute of Chicago houses one of the few graduate programs in the United States within a professional school of art and so must address issues specific to its atypicai circumstances Art schools are usually perceived as meccas for innately gifted, developing artists, who deal with expressly personal, abstract, ethereal and

Preparing Family Specialists in Early Childhood Special Education

Abstract: This article describes an early childhood special educaton personnel preparation program designed to prepare family specialists. The program was developed to meet the training needs of early childhood special educators caused by the increased emphasis on family intervention. Specialized family coursework and field-based experiences are provided to students in addition to training experiences in child-related skills and competencies. An overview of the training program is provided, along with a discussion of the early childhood special educator's expanded roles and responsibilities relative to family intervention.

An examination of the relationships of academic coursework with admissions test performance

Abstract: The redesigned Student Descriptive Questionnaire (SDQ) provides a great deal of background information about examinees sitting for the Scholastic Aptitude Test (SAT). One set of questions focuses on the number of years and types of courses in the students' academic background. This information makes it possible to explore the relationships between coursework and performance on the SAT. This study used data from the 1987 National Sample Tape, which contains SDQ responses and score information from 100,000 seniors in the class of 1987. The analyses examined the relationships between both the Admissions Testing Program (ATP) SAT and Achievement Test scores and the type and level of coursework in six academic areas. In order to provide a more accurate representation of these relationships, the data were adjusted to account for differences related to student academic achievement. The results show that coursework in the disciplines of mathematics, natural science, and foreign languages has the strongest adjusted relationships with SAT-mathematical scores. SAT-verbal scores appear to be most strongly related to the number of years of foreign language coursework. These relationships are generally consistent across ethnic groups and income levels. However, it appears that the relationships are stronger for students with higher grade-point averages. The specific courses that seem to be most strongly related to SAT performance are upper-level courses in mathematics, natural science, and foreign languages. The specific course relationships appear stronger for male than for female examinees. An analysis of Achievement Test data again indicates that upper-level coursework in the three previously mentioned academic areas is most strongly related to performance on the Achievement Tests. All the research findings must be qualified because the study was exploratory. Student participation in the various courses was based solely on the motivation and the opportunity of the students to take the courses. As a result of this self-selection, causal interpretations of the results are not appropriate.

Project THISTLE: Thinking Skills in Teaching and Learning. A Review of a Nine-Year College-School Collaboration Program.

Abstract: This report describes Project THISTIE: Thinking Skills in Teaching and Learning, a collaborative college-school program developed by Montclair State College and the Newark public schools, New Jersey. It was designed to improve the basic skills of college bound urban high school students working with their teachers in an integrated process of curriculum and staff development. Its major emphasis is on the preparation of classroom teachers to strengthen the critical thinking abilities of their students, helping them develop the skills and dispositions to engage in intellectually active, constructive, and reflective encounters with ideas within the content areas. It was first implemented in 1979 and has been in continuous operation since then, involving more than 300 Newark teachers. The basic structure of the project involves Newark teachers 'n three overlapping but sequential curriculum/staff development phases: (1) graduate course wcrk to improve their own understanding of the learning process; (2) additional related coursework; and (3) extended professional development activities. Studies and evaluations of tr s project show that it Pies been effective in improving student abilities in reading comprehension. There has been continuing interest in the program by Newark and its teachers. Copies of Project THISTLE newsletters are appended along with copies of related journal articles. Contains 24 references. (SM)

Evaluation of the master of environmental science program

Abstract: The variety of people involved with the program, its breadth of aims, and the range of options it provides make the M.Env.Sc. and its evaluation complex. Since the evaluation sought information of 'how' and 'why' the program performed a case study approach was adopted. Data were collected from seven stakeholder groups using questionnaires, interviews and observations. Results showed there was broad support for the program; in particular the breadth of the program's coursework and research opportunities, and having candidates work in multi-disciplinary teams were important. Employers of graduates and project clients thought the program was most relevant, and it was reported to have helped with graduates' jobs. These findings were submitted to a University review of the program which found that the multi-disciplinary projects and breadth of coursework were strengths, and that the overall inter-disciplinary approach was important within the University.

Using the National Teacher Examinations in Credential Candidate Assessment.

Abstract: FOR several years, California has required applicants for a California Secondary Teaching Credential to pass the National Teacher Examination (NTE) in the subject matter area appropriate for the credential. Those applicants who have already completed specific course work in an approved university program, however, may have the examination waived. In effect, either a passing score on the NTE or approved coursework indicates appro priate expertise in the teaching subject. Recently, various legislators and leaders in educational reform have sug gested a required subject matter examination for all credential candidates, whether or not they have taken approved coursework. As the proposals are studied, and various pencil-and-paper tests are contemplated and developed, the connection between tests and subject matter competency must be exam ined. In a 1987 report, for example, the California State University Chancel

Should We Extend Teacher Preparation

Abstract: A s the attacks on teacher education have increased, one reform strategy seems to have gained the most adherents: the proposal to require teacher candidates to have at least five years of preservice education rather than the four now typically needed for certification. The fiveyear teacher preparat ion movement, which encompasses many programmatic variations, has powerful proponents. Among them are a special task force of the American Association of Colleges of Teacher Education (AACTE), the majori ty of the members of the National Commission on Excellence in Teacher Education, and the Carnegie Forum on Educat ion and the Economy. The Holmes Group, which includes the deans of schools of education at most of the nation's research universities, publicly calls for would-be teachers to complete five years of college and an internship before teaching full-time. Many leading schools of education (such as those at the University of Chicago and Stanford University, and Teachers College, Columbia University) now offer teacher training opportunities only at the postbaccalaureate level. Remarkably, this movement to increase the years of preservice educat ion for prospective teachers has been proceeding apace without serious opposition, despite the probabil i ty that it could decrease both the number and the quality of teacher candidates at a t ime when we expect a severe teacher shortage. Moreover, there is no evidence that ex tended p repara t ion programs make beginning teachers more effective. One reason that extended programs have not been subject to more criticism is that they come in so many shapes and sizes. Here, I am concerned with any strategy that requires students to take a m i n i m u m of five years of college-based coursework (which could inc lude pract ice teaching) before they are allowed to teach at full salary. The case for extended teacher preparat ion programs rests fundamental ly on criticisms of undergraduate programs rather than on documented benefits for postbacca laurea te preservice t eacher educa t ion . A m o n g the attacks on undergraduate programs that appear most to inf luence demands for this p roposed reform are the following:

Teaching Public Relations: The Role of Ethics.

Abstract: Ethics is an area of increasing concern in U.S. colleges and universities. A recent survey of 183 institutions with major teaching focus on public relations (with 134 returns, for a 73% return rate), indicated that only one in your institutions offers a specific ethics course, and less than half of this group require it. Nevertheless, an overwhelming 93% of the respondents asserted that ethics is included in all courses. A thorough review of all texts cited as most used, however, disclosed slight or cursory inclusion of ethics in texts at all levels. If ethics is an integral part of the coursework, a major burden of that inclusion rests with instructors for significant discussion, lacking textual examples. Most of the ethics courses themselves focus on journalism, not public relations. Ethics, largely neglected, or served with lip-service pieties, requires increasing attention in the public relations sequence.

A Bridge to Academic Discourse: Social Science Research Strategies in the Freshman Composition Course.

Abstract: learning, one that will bring about changes in teaching as well as in student writing. We also need to establish quite clearly that WAC programs certainly do not exclude examinations and more coursework in writing as a means of establishing proficiency, but that WAC is not to be identified solely with writing proficiency. Finally, there is an issue not dealt with directly by my survey, but which has come up in anecdotal comments at the meetings of the National Network of Writing Across the Curriculum Programs and which deserves further study-the matter of change and faculty resistance to it. The idea and the practice of writing to learn goes against the predominant paradigm of education in the university, which valorizes the teacher-centered lecture class. In this paradigm, students are passive rather than active learners; they learn from the expert, not from each other. WAC programs challenge this notion of education, and those of us involved in such programs like to point to the successes we have had in changing faculty attitudes towards writing and learning (See Robert Weiss and Michael Peich, "Faculty Attitude Change in a Cross-Disciplinary Writing Program," CCC 31 [Feb. 1980): 33-41). But changing attitudes and changing actual classroom practice may be two different things. Faculty resistance to change can be profound, as Deborah Swanson-Owens found in "Identifying Natural Sources of Resistance" (Research in the Teaching of English 20 [Feb. 1986): 69-97). Such resistance could, over a number of years, gradually wear away even the most firmly established institutional program. But I do not want to end on a negative note. While we need to be aware of the dangers that face the WAC movement in general and second-stage programs in particular, the survey results indicate cause for some cautious celebration. WAC as a movement is strong and is continuing to grow. It is up to all of us involved in such programs to be alert to the dangers, but also to be pleased that we have come this far.