The Voluntary American Studies Program: Strategies for Development

Abstract

Over the years, the American Studies movement has gathered a large store of pedagogical data about itself. Syllabi have been compiled, essays written, and major surveys published. In all this literature, however, there is a mention' of the complex institutional strategies requisite for curricular development. Their importance is subordinate to the role performed by personalities. Effective programs transcend personalities. The organizational structure determines the kind and quality of instruction that can be provided to majors. Even though this is understood, structural alternatives to the departmental model that can consolidate program energy are ignored and consigned to the shadowy side of curricular development. This attitude is clearly illustrated in Mechling, Merideth, and Wilson's essay on the American Studies movement.2 They recognized program diversity but directed their argument to departmentally organized programs. In their estimate, only these had the potential to reconstruct their curricula and reorient the discipline toward a new paradigm. As for the rest of the movement, they had no concern since these programs had remained undeveloped and hardly altered from their original conception.3 Such programs provided few developmental opportunities for change.