I have worked at 7 different 4-year colleges and universities. There seems to be a great deal of agreement with those courses numbered at the 100 and 400 levels with a fair amount of disagreement at the 200 and 300 level course. The interesting thing is that this disagreement at the 200 and 300 level has become more political in many states in which the legislatures are giving more support to the community colleges and reducing real dollar support to 4-year colleges and universities. We have a strong movement in Indiana to make the previously almost exclusively technical 2 year colleges into a statewide community college system with a mandate from the legislature to have articulation agreements which will make the 200 - 300 level courses an area of contention. We have seen it already and two of the courses that seem to be most popular on the list are Abnormal and Social psychology. Most of the colleges and universities have been teaching these courses at the 300 level (verboten to the "community colleges" and most of the new "community colleges" want to be able to teach them at the 200 level and have them be transferrable with full credit to the colleges and universities. I so wish that as educators we didn't have to deal with politics.
On 10 Jan 2008, at 16:04, Paul Schulman wrote: > > Does anyone out there know of any published (or anecdotal) > guidelines that differentiate upper-level courses from lower-level > courses? Our department is trying to come up with some policy > (however vague) that would guide our expectations in these courses. > Do your schools have some sort of understanding about this? Thanks > > Dr. Bob Wildblood [EMAIL PROTECTED] --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
