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Will Disciplinary Perspectives Impede Curricular Reform?

Lisa R. Lattuca and Joan S. Stark
The Journal of Higher Education
Vol. 65, No. 4 (Jul. - Aug., 1994), pp. 401-426
DOI: 10.2307/2943853
Stable URL: http://www.jstor.org/stable/2943853
Page Count: 26
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Will Disciplinary Perspectives Impede Curricular Reform?
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Abstract

Content analysis was used to examine the responses of ten national disciplinary task forces to a challenge issued by the Association of American Colleges to improve the major. Consistent with previous research on academic planning, results showed that the disciplines respond to curricular reform proposals in different but characteristic ways.

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