When Timothy Fuller, dean of Colorado College in Colorado
Springs, and his colleagues took a no-holds-barred look at their
school in the late 1960s, they decided it was time for a radical
"We said, let's not tinker with the curriculum," Dean Fuller
recalls. "Let's rethink the whole structure of learning."
What emerged was an unusual and - in some eyes - still radical
system: Students take one course at a time, a method sometimes
called the block plan. They plunge themselves into one course for a
few weeks, study intensively, take exams, then move on to a new
course. At the end of the year they generally end up with the same
number of credits they would have with the more typical
four-or-five-course at-a-time approach. But it is a markedly
different, and many say deeper, educational experience.
Growing interest among a range of educators and students has
focused attention on this intensive method of studying. Proponents
tout the benefits of giving students an opportunity to focus
exclusively on one topic. Many also claim that the often
high-pressure approach to learning offers experience that will be
useful in meeting future work demands.
As a result, more colleges are considering it and in some cases
adopting it - or a modified version, involving two or three courses
at a time. Some independent schools are also trying it.
"I'm thrilled that colleges are doing this," says Russell Garth,
executive vice president of the Council of Independent Colleges in
Washington. "The arguments in their favor make sense," he says, and
the conditions they produce "play out that way in real life. I've
talked with a couple of colleges in the past few years who have
been considering this, like Fiske."
That historically black university in Nashville, Tenn., entered
into an exchange program with Cornell College in Mt. Vernon, Iowa,
another pioneer of the one-course-at-a-time approach. "They wanted
to inquire into this block scheduling approach," says Mr. Garth.
"Their president thought it might work for them."
The appeal of the system - for both students and some faculty -
lies in the logic of focusing undivided attention on one subject. A
student's time is not fragmented among three of four other courses.
It allows more depth and continuity of study, often giving students
more time one-on-one with a professor or instructor.
"It eliminates time stealing," Fuller points out, or scrimping
on one course to accommodate the demands of another. "It also makes
courses of less immediate interest to students more rewarding,
because they're not feeling burdened and worried that they really
need to be doing something else."
Ann O'Connell studied this way during a summer session at Mount
St. Vincent University in Halifax. "We took a full year's course in
statistics in just six weeks. "It was great - as long as you didn't
mind not doing much of anything else," she recalls.
Now a spokeswoman for Keiser College, a small two-year
institution in Ft. Lauterdale, Fla., she says, "Here also we teach
one course at a time - the 'modular curriculum.' It lets students
who have outside work and family responsibilities concentrate on a
course for a short time. But it's intense," she adds.
The open blocks of time can also benefit student research. "You
can do more with out-of-class experiences," Garth says. "You can
take one or two days and travel, because you're not in conflict
with other course schedules."
According to Garth, students can also take advantage of visiting
scholars who won't come for a whole semester but will visit the
campus for several days.
These aspects of block plans "connect the college with the
outside world," Garth says. "In one case the students go out there,
in the other you bring parts of the outside world in." Faculty
members too, he states, get a break, since "they're not teaching
every block, and the time in between is like a mini-sabbatical. …