CLASSIFYING PROFESSIONAL PREPARATION PROGRAMS

The author proposes that higher education scholars should distinguish among the professional subjects taught to undergraduates as they do th e traditional disciplines. Other distinctions may be more meaningful t han the research-based dimensions used in the popular Biglan classific ation. She proposes a framework for differentiating the collegiate car eer fields, reviews evidence that supports the resulting classificatio n, and suggests validation research to produce a useful typology.