Skip to main content
SpringerLink
Log in

Developing and managing individualized studies programs: Some guidelines

  • Articles
  • Published:
Alternative Higher Education Aims and scope Submit manuscript

Abstract

This paper presents eight guidelines that educators should follow in developing and managing undergraduate individualized studies (contract learning-type) programs. The guidelines fall under the headings (1) supplying rationales, (2) focusing on the faculty, (3) assessing faculty performance, (4) assessing student readiness, (5) assessing the costs, (6) students as researchers, (7) how much academic credit, and (8) agents of change. A main theme presented is that the student-centered focus in individualized studies programs needs to be matched by an equal regard for the faculty member.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Brown, D. G. The supreme role of faculty in planning: Why and how? InMore for less: Academic planning with faculty without new dollars. New York: Society for College and University Planning, 1975.

    Google Scholar 

  • Chickering, A. W.A conceptual framework for educational alternatives at Empire State College. Saratoga Springs, N. Y.: Empire State College, 1976.

    Google Scholar 

  • Cross, K. P.Beyond the open door. San Francisco: Jossey-Bass, 1971.

    Google Scholar 

  • Cross, K. P.Accent on learning. San Francisco: Jossey-Bass, 1976, p. 112.

    Google Scholar 

  • Cross, K. P., & Valley, J.Planning non-traditional programs. San Francisco: Jossey-Bass, 1974, p. 1.

    Google Scholar 

  • Feldman, K., & Newcomb, T.The impact of college on students. San Francisco: Jossey-Bass, 1969.

    Google Scholar 

  • Johnson, J., & Peterson, H., University faculty and individualized education (mimeo). Faculty Development in Individualized Education Project, Minneapolis: University of Minnesota, November 1976.

    Google Scholar 

  • Knowles, M.Self-directed learning: A guide for teachers and learners. New York: Association Press, 1975.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. the Faculty Development in Individualized Education Project, University Without Wallsm, University of Minnesota, 55455, Minneapolis, Minnesota

    Jeffrey N. Johnson (Director) &  Howard L. Peterson (Research Associate)

Authors
  1. Jeffrey N. Johnson
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Howard L. Peterson
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Johnson, J.N., Peterson, H.L. Developing and managing individualized studies programs: Some guidelines. Alternative Higher Education 2, 257–265 (1978). https://doi.org/10.1007/BF01080154

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF01080154

Keywords

Search

Navigation