Abstract
ABSTRACT Faculty goals for students' intellectual development in introductory college courses were analysed to examine disciplinary differences and similarities. Intellectual development goals were defined as those concerned with relationships of ideas within disciplines, between disciplines, or with various aspects of students' lives. Faculty members usually assumed intellectual development goals would occur in conjunction with goals for knowledge acquisition. Those teaching literature, history, and fine arts most often sought to help students see varied relationships, especially by fostering appreciation of the discipline's contributions to human culture and by attempting to broaden students' horizons. Biology, social science and English composition instructors more frequently aimed to build connections with students' lives and foster personal development. Mathematics and foreign language teachers seldom emphasised intellectual development goals as defined here. Relatively few instructors aimed for interdisciplinary relationships in introductory courses.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
