Abstract
This paper describes and evaluates a classic text project in terms of its stated objectives. First, to have a large number of students read a few classic works in more than one class. Second, to promote discussion of texts among students and faculty and third, to integrate core classes. Survey data collected from students and faculty evaluations point to the success of this project. The factors which contributed to its success are considered. The project was innovative because faculty selected important texts that could be used in a variety of courses and which would promote a broad based liberal education by exposing students to a diversity of perspectives.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Association of American Colleges. (1985). Perspectives on Teaching from “Integrity in the College Classroom” A Report to the College Community.” College Teaching, 33: 117–124.
Barnes, S., Bento, R., Hijiya, J. (1985). Beyond the Multidisciplinary in Nuclear Education. Journal of College Science Teaching, 15: 24–25.
Bloom, A. (1974). The Failure of the University. Daedalus, 103: 58–66.
Boyer, E.L. (1987). College: The Undergraduate Experience in America. The Carnegie Foundation for the Advancement of Teaching. New York: Harper & Row.
Bok, D. (1986).Higher Learning. Cambridge, Mass: Harvard University Press.
Brick, E., McGrath, E.J. (1969).Innovation in Liberal Arts Colleges. Published for the Institute of Higher Learning by Teacher's College Press, Columbia University.
Ellner, C.L., and Barnes, C.P. (1983). Studies of College Teaching. Lexington, MA: Lexington Books.
Gaff, J. (1988). Reforming Undergraduate General Education. Liberal Education, 74: 7–11.
Hirsch, E.D. (1983). Cultural Literacy. American Scholar, 52: 159–169.
Hook, S. (1988). An Open Letter to the Stanford University Faculty Senate. Partisan Review, 55: 653–659.
Lawler, P.A. (1986). Reaganism, Liberal Education, and Conservatism. College Teaching, 34: 104–107.
McLaughlin, M.B. (1986). A Book List and a “Common Text”: Redeeming a Good Idea Gone Wrong. College Teaching, 34: 150–154.
Menges, R.J., Mathis, B.C., Halliburton, D., Marinoviche, M., Svinicki, M. (1988). Strengthening Professional Development: Lessons from the Program for Faculty Development at Stanford. Journal of Higher Education, 59: 291–304.
Parr, S.R. (1985). Skills in a Vacuum. Antioch Review, 43: 434–444.
Riley, G. (1979). Goals of a Liberal Education: Making the Actual and the Ideal Meet. Liberal Education, 4: 436–444.
Schachter, H.L. (1986). Inquiry, Awareness, and Exposure to Classic Texts. Liberal Education, 72: 121–123.
Todorov, T. (1989). Crimes Against Humanities. The New Republic, July 3: 26–30.
Trimbur, J. (1986). To Reclaim a Legacy, Cultural Literacy and the Discourse of Crisis. Liberal Education, 72: 109–119.
Vars, G.F. (1982). Designs for General Education: Alternative Approaches to Curriculum Integration. Journal of Higher Education, 53: 216–225.
Wilson, J.D. (1981). Student Learning in Higher Education. New York: John Wiley and Sons.
Author information
Authors and Affiliations
Additional information
Teresa L. Scheid-Cook is an Assistant Professor of Sociology at the University of North Carolina at Charlotte where she teaches primarily social theory. She has published inThe Journal of Applied Behavioral Research, Sociology and Social Research, Community Mental Health Journal, International Journal of Law and Psychiatry, andSociological Spectrum. In addition to interests in interdisciplinary teaching, Dr. Scheid-Cook's research includes the organizational analysis of outpatient commitment.
Rights and permissions
About this article
Cite this article
Scheid-Cook, T.L. Classic texts in undergraduate classes: So far so good. Innov High Educ 15, 43–54 (1990). https://doi.org/10.1007/BF00889736
Issue Date:
DOI: https://doi.org/10.1007/BF00889736