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This document discusses the roles of secondary schools, two-year colleges, and the upper level university in the University of Wisconsin System. Because of close ties with the host communities, Wisconsin's two-year institutions are uniquely situated to function as community resources. The paper discusses the advantages of a collaborative relationship between secondary school history faculties and the history departments at the two-year schools. Significant numbers of students are deficient in the essential skills of critical thinking and writing. In an attempt to solve this problem, university historians and secondary school history teachers in Marathon County, Wisconsin, have established a history teaching alliance. As a result of close contact, university professors have been able to encourage a stronger discipline orientation in secondary education and assist pre-collegiate teachers in maintaining their command of the literature, a primary concern. They have been able to promote the concept that history and history instruction must involve critical thinking more than the simple accumulation of a set of disconnected facts. Interaction with high school teachers has helped strengthen the content, course materials, and standards introduced in the feeder institutions, while it has improved the understanding of the techniques employed by pre-collegiate teachers in the preparation of students for the university. The role of the history instructors at the two-year institutions also must be to prepare students to go on to advanced level history studies. Professors at four-year campuses need to recognize the connective relationship between general education and the major. (DK)

Descriptors: College Role, College School Cooperation, High Schools, Higher Education, History Instruction, Multicampus Colleges, Secondary Schools, Two Year Colleges











Autor: Lorence, James J.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9894&id=ED367561







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