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1. A Case Study of Innovative Workplace Development Programming at Community Colleges in the United States

Author

David A. Housel, Hannah Weinstock, Chandana Mahadeswaraswamy, and Paula DaSilva Michelin

Abstract

Given changes in the 21st century workplace and expectations of employers, the notion that a bachelor's degree is the sole pathway to sustainable employment and a middle-class life in the United States has become obsolete. Many (e.g., Fleming, 2016) have argued that employers are now seeking employees with technical skills, digital literacy, and the ability to analyze and think critically, capabilities that do not necessarily require a postsecondary degree. Because of the lingering economic impact of the COVID-19 pandemic, including rising inflation globally, many adults, including English-language learners, are seeking short-term certificate or credentialing programs because their financial realities necessitate entering the workplace and earning a living wage as quickly as possible. The need for effective credentialing programs that are connected to market sector demands in the local community can foster productive partnerships among educational programs/institutions, local businesses, and governmental agencies on the municipal, state, and federal levels. Such partnerships often occur in the adult and continuing education areas of community colleges, and this case study focuses on the timely and financially responsive programming and practices at one community college (4C) in the northeastern United States. Key components of their programming that have produced successful outcomes have been highlighted as well as how they might be modified to address the marketplace and educational needs of adult learners in other areas of the United States and internationally.

Published
2024
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2. Transitioning to a Community College Applied Baccalaureate Degree: Expectations for Change and Perceptions of Quality, Academic Rigor, and Purpose

Author

Carol L. Morman

Abstract

Technical degrees, community college baccalaureates, and applied degrees do not have standard definitions and their value to industry is not well known. The purpose of this study was to use an explanatory sequential mixed-methods approach to collect the perceptions and expectations of employers toward a single proposed degree offering in Ohio. Owners, human resource personnel, and land surveyors with involvement in hiring decisions were surveyed and a sample of the respondents were interviewed to gather this information. It was found that industry does not have concerns with the quality of a community college education and they are not concerned with who confers the degree. It was also found that industry sees many advantages to the applied degree over the traditional university baccalaureate. The findings in this study may serve as the evidence needed to expand quality, academically rigorous baccalaureate-level education through community college applied baccalaureate degrees in the United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2020

3. Degrees and Certificates Earned, University of Hawaii, Community Colleges, Fiscal Year 2001-02.

Author

Hawaii Univ., Honolulu. Office of Institutional Research and Analysis.

Abstract

This document presents the data on degrees and certificates earned at the University of Hawaii Community Colleges during fiscal year 2001-02. The data presented are for the following community colleges: (1) Windward; (2) Hawaii; (3) Honolulu; (4) Kapi'olani; (5) Kaua'i; (6) Leeward; and (7) Maui. The data are presented in the format of tables and figures. Degrees earned are presented as totals for the system, and are broken down according to campus as well as type of degree earned at each campus. Degrees earned are also delineated according to gender and ethnicity. Figures include data from fiscal year (FY) 1991-92 through 2001-2002. Total degrees earned for all campuses in 1991-1992 were 2,365. Total degrees earned for 2001-02 at all campuses were 2,553, for an increase of 0.7%. In FY 1991-1992, 20.1% of degrees were earned by Caucasians, 18.6% earned by Filipinos, 17.8% by Japanese, and 12.4% by Hawaiians. In FY 2001-2002, Caucasians earned 16.7% of degrees, Filipinos 19.9%, Japanese 18.7%, and Hawaiians 16.1%. Certificates of completion awarded by college and certificate program are appended in tabular format. This data is also broken down by ethnicity and gender. Contains 10 figures, 17 tables, and 9 appendices. (NB)

Published
2003

4. Institutional Identity: The Community College as a Baccalaureate Degree Granting Institution.

Author

North Carolina State Univ., Raleigh. and Levin, John S.

Abstract

This paper focuses on the discussion of community colleges as baccalaureate-degree granting institutions. The discussion is based on research projects undertaken in both the U.S. and Canada that investigate the institutionalization of degree programs at community colleges. Colleges in British Columbia and Alberta are baccalaureate as well as sub-baccalaureate institutions, resulting in a muddying of institutional identity. The colleges claimed to uphold community college principles, such as open access and responsiveness to the community, yet their allegiance was to higher-level programming. As a result of these changes, the conceptual framework and the institutional identity have been altered. Now, the community college baccalaureate can be seen as increasing access for populations that are underserved by baccalaureate-granting institutions. In the U.S., state legislation authorizes community colleges to grant B.A. degrees in four states: Idaho, Nevada, Utah, and Florida. These states require that the colleges continue to offer programs synonymous with the community college mission. This paper argues that the baccalaureate degree-granting community college possesses a new identity that signifies an end of its former identity as a two-year institution. Contains 66 references. (NB)

Published
2002

5. Rethinking the Ed.D., or What's in a Name?

Author

Townsend, Barbara K.

Abstract

This paper traces the development of the Ed.D., explores the purposes the degree serves, and assesses its value. The creation of the degree stemmed largely from the reluctance of faculty in Arts and Sciences to offer the Ph.D. in professional schools. The one thing most Ed.D. programs have in common is that it is supposed to be an applied or practitioner professional degree. Data on the effect of the Ed.D. on practice is generally limited to examinations of the effect of the degree on the recipient's career path. There is little evidence about the importance of the degree for the profession of educational leadership. It would seem important to reconfigure the degree to meet the needs of practice, and there should be systematic study of the impact of receipt of the Ed.D. on educational practice. Attached to this paper is another commentary on the role of the Ed. D., "Degree of Distinction: The Ed.D. or the Ph.D. in Education," by Benjamin Baez, also presented at the Annual Meeting of the Association for the Study of Higher Education, 2002. This paper suggests that the debate over the relative merits of the Ed.D. and Ph.D. degrees reflects the struggle between the education and employment fields. It would be more useful to avoid viewing the need for either degree as a reflection of a particular reality and instead engage in a study of how mechanisms of power establish the need for these degrees and distinction between them in the first place. (Contains 20 references.) (SLD)

Published
2002

6. Skills Certifications and Workforce Development: Partnering with Industry and Ourselves.

Author

League for Innovation in the Community Coll., Laguna Hills, CA. and Cantor, Jeffrey A.

Abstract

This article states that constant changing workplace technology requirements have placed a burden on the employees to remain competent. This problem can be alleviated by community colleges that offer credentials in different occupations. Community colleges can aid in the creation of new jobs by providing students with the skills that are highly desired by employers. The author explains that with the increasing demand for credentials in different industries, it is necessary for community colleges to document individual student competencies, identify meaningful benchmarks of student success, and maintain program relevance. The author discusses two types of certification: (1) certification issued by the industry; and (2) certification issued by organizations or professional associations. The author uses examples from different industries that rely on employee certification including Microsoft, Cisco Systems Corporation, and many health related companies. The document concludes that the need for industry certification programs is due to an increasing demand for a workforce with up to date technical skills. These skills will create a competitive edge in the marketplace for firms. By partnering with industry, community colleges can create a mutually beneficial relationship. (MZ)

Published
2002

7. The Association of Theological Schools in the United States and Canada Bulletin, 2002. Parts 1, 2:A, [and] 3.

Author

Association of Theological Schools in the United States and Canada, Pittsburgh, PA.

Abstract

This volume of the Bulletin provides detailed information about the Association of Theological Schools (ATS) in the United States and Canada. The ATS Constitution is presented and its dues structure is outlined. A second section discusses procedures related to membership and accreditation. Standards of accreditation are described in a third section, beginning with general institutional standards about purpose and mission, teaching and scholarship, faculty and students, and resources and institutional characteristics. Degree program standards are also described, including those for basic programs oriented toward ministerial leadership and general theological studies and advanced programs in those areas. Eleven policy statements of the ATS are attached. The second part of the Bulletin is intended for general use and lists all institutions that held membership in the ATS at the time of its printing. There are three categories of membership in the Association: accredited membership, candidate for accredited membership, and associate membership. The member schools are listed alphabetically by membership category. The membership list provides brief descriptions of the institutional and organizational resources for graduate theological education and identifies schools by church or denominational designations. The third part of the Bulletin contains a report on the 43rd biennial meeting of the Association (2001). The report opens with the meeting agenda and lists participants in the program and then presents the reports of the Executive Committee, Treasurer, and Commission on Accrediting. Proposed changes to the Constitution and procedures and standards are outlined. Committee and program reports for 13 committees are summarized, and the report of the Fund for Theological Education, Inc. is attached. (SLD)

Published
2002

8. Community College Handbook: State Approval Requirements and Procedures for Degrees, Programs, Courses, and Instructors. October 2001 Edition.

Author

Oregon Dept. of Community Colleges and Workforce Development, Salem. and Stevenson, Nancy Hargis

Abstract

This handbook is designed to help curriculum managers at Oregon's community colleges understand the State Board of Education criteria and processes that support the continued expansion and improvement of instruction. It outlines approval requirements and procedures for Oregon community college associate degrees, certificates of completion, programs, and courses, as well as the revision of approved programs and courses. The State Board of Education had approved all Oregon community colleges to offer the Associate of Arts-Oregon Transfer (AA-OT) degree. The AA-OT degree is intended to prepare students to transfer into upper division baccalaureate courses. The AA-OT degree requires a minimum of 90 credits, of which at least 58 must conform to the general education and distribution requirements. Most community colleges are also authorized to offer the Associate of Science (AS), the Associate of General Studies (AGS), and the Associate of Applied Science (AAS) degrees. The handbook offers guidelines for gaining State Board of Education program approval. Guidelines are based on 10 steps, including the following: (1) the community college must determine the need for and their capacity to offer a new program or an existing program in a new location; and (2) the community college must complete a Notice of Intent to Apply for a New Program/Location. Appended are: Community Colleges and Workforce Development (CCWD) Organizational Framework; Statewide Community College Committees and Organizations; Oregon Department of Education (ODE) Organization Chart; Forms and Instructions; Advertising Do's and Don'ts; Oregon Community Colleges Workforce Course and Program Approval Matrix; and the State Course Numbering System. A state staff directory, a list of references and resources, a list of acronyms, a glossary, and an index are also included. (NB)

Published
2001

9. Factors and Issues Surrounding Development of One Community College Baccalaureate Degree Program.

Author

McKee, Jonathon V.

Abstract

This thesis argues that the community college baccalaureate potentially represents the next major shift in purpose of the comprehensive community college in America. During the 20th century, community colleges concentrated on vocational and transfer two-year associate degrees, as well as the community service function, while universities handled the baccalaureate, master's, and doctoral degree programs. The purpose of this study was to describe the factors and issues surrounding the development the 3-year Bachelor of Manufacturing Technology degree program at Westark College in Arkansas. The study examines three primary movements at play in the program, which was developed to respond to manufacturing industry demands in Fort Smith, Arkansas. First, the program proposed that the community college expand its mission to include the baccalaureate degree. Second, the program was based on the demonstration of student mastered competencies. Third, the program attempted to integrate the general education requirement into the competency-based program. The author collected and analyzed data gathered through interviews, literature reviews, document collections, and reflections. Interviews were conducted in person, with telephone and e-mail used for follow-up questions. Questions were open-ended. The author interviewed students, employers, administrators, and instructors. (Author/NB)

Published
2001

10. The Community College Baccalaureate: Its Meaning and Implications for the Organization of Postsecondary Education, the Mission and Character of the Community College, and the Bachelor's Degree.

Author

Skolnik, Michael L.

Abstract

This paper advocates the community college bachelor's degree (BA). The author presents the Canadian system as a possible model for the emerging United States trend toward community college BA programs. He argues that the U.S. binary educational system is vertical, separating institutions according to levels of learning, while the European and Canadian systems are horizontal, separating technical from academic institutions. The move toward a community college BA can be seen as a move away from a binary system. Most of the BA programs in Canadian two-year schools have been technical in nature, while those offered in the United States have been academic. There is fear that the new degree offering would divert U.S. community colleges from their mission of access to and equity in education, especially if the transfer function is eliminated. Yet the author suggests that the mission of the community college is always changing, and will continue to do so in its attempt to offer what learners need. He argues that in an era when nontraditional degrees and distance learning are commonplace, it makes no sense to deny community colleges the right to offer baccalaureate programs. (NB)

Published
2001

11. CCBA Beacon, 2001.

Author

Community Coll. Baccalaureate Association, Fort Myers, FL. and McDowell, Laurie

Abstract

This newsletter from the Community College Baccalaureate Association (CCBA) provides research and institutional updates on community college baccalaureate degrees. The first issue describes two institutional case studies of community college baccalaureate degree programs. The first, a manufacturing technology baccalaureate degree at Westark College (Arizona), provides a learner-centered curriculum that allows students to progress through competency-based unit modules at their own pace. The second case study is an examination of the University College System in British Columbia, Canada. The author provides an introduction to postsecondary education in the Canadian context (e.g., the difference between colleges and universities) with a specific focus on the geographic and historic factors influencing education in British Columbia and the creation of five university colleges. The second issue provides a summary of the North Central Association Task Force recommendations for offering baccalaureate degrees at community colleges, presents a discussion of newly established CCBA strategies for accelerating the widespread acceptance of community college baccalaureate programs, and highlights the Florida Legislature's recent decision to authorize community college baccalaureates. The third newsletter offers institutional case studies from Louisiana State University at Alexandria and Edison Community College (Florida), along with the first CCBA nationwide market research report. (RC)

Published
2001

12. Transforming Community College Leadership Preparation: A Cohort Leadership Learning Model.

Author

Morgan State Univ., Baltimore, MD. and McPhail, Christine Johnson

Abstract

This paper discusses the development of a doctoral program specializing in community college leadership. When Morgan State University (Maryland) expanded its existing Urban Educational Leadership Doctoral Program to include a concentration in Urban Community College Leadership, it became the first historically black university in the United States to provide such a program. To address the unique needs of the working professional, the program coordinator designed the Cohort Leadership Learning Model, which offers students a stimulating, highly structured, year-round program of study. Students will graduate from the Urban Community College Leadership Doctoral Program with a unique capacity to understand urban life and phenomena in the context of the vision, mission, goals, and objectives of this nation's urban and metropolitan comprehensive community colleges. The Cohort Leadership Learning Model is based on the belief that leadership of an urban community college requires a specific knowledge base emphasizing the following: the urban environment; the organizational culture and structure of learning-centered institutions; and the unique cultural and cognitive characteristics of urban learners. The annual Leadership Institute prepares the student to function effectively in the cohort and provides direction for completing the requirements of the program of study. (JA)

Published
2000

13. The Five Week Class of the University of Phoenix Corporate Model Can Be Utilized by Community Colleges.

Author

Bugay, David Paul

Abstract

This paper argues that community colleges can increase their enrollment by offering 5-week courses that cover the same material as 15-week courses. Changing how they schedule classes will help community colleges to meet the changing needs of the students they serve. The paper analyzes the University of Phoenix (UP) (Arizona), which serves a part-time student population similar to that of a community college, as a model for the alternative course structure. At UP, students attend classes one night a week for 50 weeks of the year and accumulate a total of 30 credit hours, compared with the 12 to 16 credit hours that would be accumulated at that rate in a community college. Enrollment at UP is growing by 20% to 25% a year, while the rest of higher education grows at a 1% to 2% annual rate. UP is attempting to recruit community colleges to funnel their working students to UP programs once they have earned an associate degree at the community college. Critics are particularly concerned about the high number of UP's part-time faculty members, and the limited access to faculty for students. (Contains 176 references.) (NB)

Published
2000

14. Adult Degree Completion Programs: A Report to the Board of Trustees from the Task Force on Adult Degree Completion Programs and the Award of Credit for Prior Learning at the Baccalaureate Level.

Author

North Central Association of Colleges and Schools, Chicago, IL. Commission on Institutions of Higher Education. and Taylor, John A.

Abstract

In 1998, the North Central Association of Colleges and Schools established a fifteen-member Task Force to study the practices and procedures employed in adult degree completion programs. An adult degree completion program is identified as one that is designed especially to meet the needs of the working adult who, having acquired sixty or more college credit hours during previous enrollments, is returning to school after an extended period of absence to obtain a baccalaureate degree. The survey designed by the Task Force was completed by 78 institutions in the country. The survey report identified: (1) lessons learned regarding strengths and weaknesses of the programs; (2) exemplary principles of good practice; (3) the impact of the programs on the broader educational activities of institutional providers and the higher education community in general; and (4) strategies appropriate for an accrediting commission to use in ensuring quality in adult degree completion programs and practices without restricting access. Some of the exemplary practices reported in the study include the following: (1) faculty members are committed to serving adult learners, have appropriate credentials and participate in policy-making and professional development activities; (2) the institution offers adequate administrative support, financial and institutional resources to ensure the effectiveness of the programs; and (3) the institution provides access to a range of student services including admissions, financial aid, academic advising, delivery of course materials, and counseling and placement services. Contains 20 references and 5 appendices. (KS)

Published
2000

15. CCBA Beacon, 2000.

Author

Community Coll. Baccalaureate Association, Fort Myers, FL., Garmon, John, and McDowell, Laurie

Abstract

This newsletter from the Community College Baccalaureate Association provides research and institutional updates on community college baccalaureate degrees. The first issue introduces the organization and provides a brief description of the highly specialized four-year degrees (applied, workforce degrees) that are designed to meet the needs of community college students and new labor markets. The second issue summarizes the decision by Ontario's Minister of Training, Colleges, and Universities to permit Ontario community colleges to offer applied degrees on a pilot basis. Dr. John Garman provides a thorough discussion of how the "New Degree" can meet the needs of the rapidly growing global economy by providing training in emerging computer and electronic technologies. Garman also offers responses to frequently asked questions about the community college baccalaureate (e.g., influence of baccalaureate on community college missions and financial aid). The third issue provides highlights from the first Community College Baccalaureate Association annual conference and offers two institutional case studies (Dixie State College of Utah and Great Basin College of Nevada) that provide insight into the implementation of community college baccalaureate programs. (RC)

Published
2000

16. Toward New Models for Certification and Credentialling in Community Colleges.

Author

Carter, Patricia

Abstract

This discussion paper addresses the impact of major trends in certification and credentialing on community colleges. Most community colleges are familiar with traditional credentialing and certification. However, changes in the number of people seeking higher education as a means to a better economic future and the shifting skill requirements of business and industry are creating a major impact. Colleges need to harmonize the current conflicting demands of regional credentialing, state policy and rules, and accreditation and licensure requirements. Colleges should revise their standards and documentation processes to address the reality that business and industry are becoming suspicious about the qualifications of college graduates, given the institutions' inability to document measurable skills. One of the objectives of a new credentialing model is to establish the nation's community colleges as leaders in expressing, adopting, and credentialing nationally recognized, world-class workforce standards. Recommendations for an improved model include: (1) professions should establish and clearly communicate standards for credentials and certifications to community colleges and hold faculty and the institution responsible for implementation; (2) in occupational areas, professions should take responsibility for the design of the curriculum, certificates and credentials; and (3) stakeholders' expectations regarding credentialing and certification should be identified. (JA)

Published
2000

17. Policy for Delivering Degree Programs through Distance Education Technology.

Author

Indiana State Commission for Higher Education, Indianapolis.

Abstract

This Commission for Higher Education document concerns the approval of the Policy for Delivering Degree Programs Through Distance Education Technology. It opens with the staff recommendation that the Commission approve the Policy, considering the recent technological developments altering distance education environments. The background information section details how both "producers" and "consumers" of instruction are affected by these changes. Campuses are now in positions to offer quality distance education in a cost-effective manner, and a growing number of institutions are providing such services. Students are, in turn, increasingly utilizing distance education because of its improved flexibility and wider range of instructional offerings. The policy in consideration aims to encourage institutions to increase degree opportunities through distance education by streamlining the review process, while at the same time fulfilling the Commission's statutory responsibilities. Included in the document are a copy of the Policy and Guidelines for Distance Education taken from the North Central Association Commission on Institutions of Higher Education. (YKH)

Published
1998

18. A Doctoral Community College Program.

Author

George Mason Univ., Fairfax, VA. National Center for Community Coll. Education., Mellander, Gustavo, Coleman, Gilbert I., Noel, Brenda, and Gangloff, George J.

Abstract

A unique community college program was established as a joint endeavor by George Mason University and the Virginia Community College System. Administered by the University's National Center for Community College Education, the program stresses doctoral study in the candidate's area of expertise. Specifically designed for community college professionals who seek to increase their knowledge and skills, the program is also directed toward individuals considering a career in community colleges. The document is divided into five parts, the first of which discusses the program's entry requirements, admission procedures, enrollment, residency information, fellowships, and provides special information to Maryland residents. Part 2 explains components of the program of study, while Part 3 offers internship and registration guidelines. Part 4 explains the purpose and features of comprehensive examinations, and Part 5 describes the doctoral project. A section on the graduate certificate in community college education is included. Appended are sample forms and worksheets. (AS)

Published
1998

19. College Credit for Past Education and Life Experience. ICPAC Information Series.

Author

Indiana Career and Postsecondary Advancement Center, Bloomington.

Abstract

This report contains suggestions on how adults can secure college credit for past education and life experience. According to the report, there are eight categories of life experience that can be worth credit: work; homemaking; volunteer work; noncredit learning; travel; recreational activities and hobbies; reading, viewing, and listening; and discussions with experts. These experiences can be validated in several ways: prior learning assessment, a prior learning portfolio, standardized tests, nonstandardized tests, and other options for obtaining college credit. Each of these types of validation is discussed and resources for more information are provided. (KC)

Published
1998

20. Trends in Degrees and Certificates, by Program. Maryland Higher Education Institutions.

Author

Maryland State Higher Education Commission, Annapolis.

Abstract

This report presents trend data for degrees and certificates, by program, for the years 1983-1996 for Maryland higher education institutions. Data tables are included for: (1) the following community colleges: Allegany; Anne Arundel; Baltimore City; Carroll; Catonsville; Cecil; Charles County; Chesapeake; Dundalk; Essex; Frederick; Garrett; Hagerstown Junior College; Harford; Howard; Montgomery College-Rockville, Takoma Park, and Germantown; Prince George's; and Wor-Wic; (2) the following public four-year colleges and universities: Bowie State; Coppin State; Frostburg State; Salisbury State; Towson State; University of Baltimore; University of Maryland-Baltimore, Baltimore County, College Park, Eastern Shore, and University College; Morgan State; and St. Mary's College of Maryland; and (3) the following independent colleges and universities: Baltimore Hebrew University; Baltimore International Culinary College; Capitol College; Columbia Cultural Institute; Columbia Union; Eastern Christian College; Goucher College; Hagerstown Business College; Harry Lundeberg School of Seamanship; Hood College; Johns Hopkins University; Loyola College; Maryland College of Art & Design; Maryland Institute College of Art; Mount St. Mary's College; Ner Israel Rabbinical College; College of Notre Dame of Maryland; Peabody Institute; Potomac College; St. John's College; St. Mary's Seminary & University; Sojourner-Douglass College; Traditional Acupuncture Institute; Villa Julie College; Washington Bible College; Washington College; Washington Theological Union; and Western Maryland College. (CH)

Published
1997

21. The Diploma in Rehabilitation Studies--The Birth of a New Form of Industry-Driven Learning.

Author

Leberman, Sarah I.

Abstract

The Accident Rehabilitation and Compensation Insurance Corporation (ARCIC) provides no-fault rehabilitation and compensation to all New Zealanders. In order to meet the training needs created by ARCIC's recent shift to a case management approach, the Victoria University of Wellington instituted a program to train case managers. The 27-week program of professional education includes seven 1-week modules completed over the course of 12 weeks, with directed study and group-work tasks built into each alternative week to allow students to explore how the learning module might be applied in the workplace. A supervised 14-week practicum follows the 12-week module. As part of their coursework in principles and practices of rehabilitation, students explore development of interpersonal skills, reconstruction of critical incidents, and experience with self and peer feedback. Expected outcomes include a working knowledge of basic management competencies: teamwork, team building, planning, motivation, interpersonal communication, goal setting, and decision making. In order to understand indigenous clients, students spend 5 days and 4 nights in a noho marae (stay-over at a Maori meeting house), participating in the daily rituals of their hosts. The program has graduated 115 students who have provided evaluation feedback on the program. (SAS)

Published
1996

22. National Policies and Training Frameworks for Early Childhood Education [in] the United States. The Child Development Associate and Other Credentialing Frameworks for Paraprofessionals.

Author

Hinitz, Blythe F.

Abstract

This paper reviews the history of the Child Development Associate (CDA) credential, created in 1972 to meet the growing need for skilled child care workers to provide quality programs for young children in the United States. A pilot program was launched in 1974, leading to the granting of CDA credentials in 1975. Since 1976 over 60,000 CDA credentials have been awarded, and Head Start's current mandate includes one CDA per classroom. Critiques of the CDA system are reviewed, as are adaptations and variations on the original curriculum and model. Other nontraditional child care training and credential programs are also described. It is concluded that the CDA credential has created a cadre of competent, skilled educators and caregivers. Weaknesses and challenges associated with the program include confusion about the status of CDAs within the early childhood profession, self-regulation within the credentialing process, and the limited scope of the credential in non-Head Start settings. (Contains 56 references.) (PB)

Published
1996

23. Report on Degrees and Certificates Awarded, 1994-95.

Author

California Community Colleges, Sacramento. Office of the Chancellor.

Abstract

Based on data provided by college districts to the California Community Colleges' Office of the Chancellor, this report provides information on the number of degrees and certificates awarded by the state's community colleges in 1994-95. Following introductory materials, four tables are provided showing the number of degrees and certificates awarded by college, providing information on Associate of Arts (AA) and Associate of Science (AS) degrees and certificates by the number of credits earned; awards by gender by college; awards by ethnicity by college; and degrees and certificates awarded by discipline. Highlighted findings include the following: (1) 53,465 AA and AS degrees and 24,216 certificates were awarded during the 1994-95 academic year; (2) of the certificates awarded, 10,719 (44%) required the equivalent of three semesters in length, or 30 to 60 credit units; (3) women earned 60% (n=45,783) of the degrees and certificates; (4) White students earned 41,770 (54%) of the awards, Hispanic students earned 12,532 (16%), Asian students earned 9,754 (13%), and Black students earned 5,203 (7%); (5) Liberal Arts and Science majors received the highest percentage of the degrees awarded at 34%, followed by General Studies majors who earned 9%; and (6) the highest percentage of certificates earned were in nursing related disciplines at 10.8% and administration of justice at 8.3%. (TGI)

Published
1996

24. California's Associate Degree Programs for Preparing Licensed Teacher Assistants. A Report to the Legislature in Response to Senate Bill 156 (Chapter 1345, Statutes of 1998).

Author

California State Postsecondary Education Commission, Sacramento.

Abstract

Senate Bill 156 of 1989 established the "Teacher Assistant, Associate of Arts" degree program in the California Education Code as a new offering of the California Community Colleges. It funded the creation of the program by two community colleges in different regions of the State, and it directed the California Commission on Teacher Credentialing to examine students who earn the degree for licensure as teacher assistants. It also called on the Postsecondary Education Commission to evaluate the outcomes of the program and to make recommendations, as appropriate, to the Governor, Legislature, and other agencies. This report responds to that request by describing the programs established by the two selected colleges, Los Angeles Mission College in Sylmar and Shasta College in Redding, and evaluating them from both a qualitative and quantitative perspective, despite the fact that much of the information needed for a thorough program evaluation is not available (Part Three). Part Two of this report discusses the origins and implementation of the two programs. The report also discusses the challenges facing the two programs and presents seven conclusions and recommendations for their improvement (Part One). Appended are the Senate Bill 156 of 1989 and Education Code Sections 45350-45358. Contains 11 references. (VWC)

Published
1994

25. Arrangements for the Recognition of Prior Learning in Australia.

Author

Australian Dept. of Employment, Education and Training, Canberra., Toop, Leigh, and Burleigh, Judi

Abstract

Developed in response to changes in Australia's vocational education and training system to help maintain a skilled and adaptable workforce, this report examines principles and practices regarding arrangements for the recognition of prior learning (RPL) in Australia. The first section of the report discusses the context of report, highlights key principles of RPL, and provides definitions of key terms. The second section reviews recent developments in RPL, including the growing international acceptance and the application of RPL in Australia. This section also describes types of recognition, including appropriate placement of individuals in courses/programs, certification of skilled individuals to practice in regulated occupations, and assessment of employee competencies, and reviews the benefits for individuals, training providers, employers, immigrants, and the community. Section 3 discusses issues surrounding the implementation of RPL, including resource-efficient approaches, attitudinal barriers, costs, and standards for recognition. The final section describes exemplary practices in Australia for each stage of RPL, including publicity, initial support and counseling, applications, assessment, post-assessment guidance, and certification. Extensive appendixes provide findings from a national study of applications of RPL for vocational education students, higher education students, certified individuals in regulated occupations, and employers. A list of report contributors and 49 references are included. (MAB)

Published
1993

26. Female Doctoral Students: How Age Differentiates Institutional Choice, Retention Enhancement, and Scholarly Accomplishments.

Author

Hagedorn, Linda Serra and Doyle, Susan K.

Abstract

This study, conducted at an urban research university, attempted to identify those conditions valuable in recruiting and subsequently retaining older (over 35 years of age) female doctoral students. The study used data from a Spring 1991 survey of all graduate students which solicited information about experiences, accomplishments, and growth attributable to the graduate experience. Seventy-nine percent of female doctoral students participated in the survey. Sample size for statistical tests varied from 257 to 309. The analysis compared the responses of women under 35 to those of women 35 and over in institutional choice, retention enhancement, and professional accomplishments. Findings indicated that: (1) older women choose an institution based on its ability to provide a desired credential, its location, the availability of a special degree program, and lower tuition rates; (2) older women spent 158 percent more time on non-university related activities than younger students; (3) younger women spent more time on scholarly activities and in research or teaching assistantship duties; and (4) older female students did not have more difficulty with the course work than younger women. Overall the paramount obstacles for older students were personal time constraints and responsibilities. A final section discusses implications for institutional recruitment and retention efforts. An appendix contains information on construction of scales. (Contains 29 references.) (JB)

Published
1993

27. Continuing Education Resource Manual, North Carolina Community College System.

Author

North Carolina Community Coll. System, Raleigh.

Abstract

The North Carolina Department of Community Colleges (NCDCC) prepared this reference manual as a resource guide for planning and implementing continuing education (CE) courses. The manual includes essential information on courses, rules, resources, and procedures that are appropriate to course implementation and operation of a continuing education program. The major sections of the manual provide: (1) an overview of the North Carolina community college system, including information on its purpose, history, governance, curriculum, and CE programs; (2) an overview of NCDCC's organization and staff responsibilities; (3) general information regarding the state's CE services, processes, program management, course approval, tuition exemptions, fee waivers, instructor certification, student registration information system, service area assignments and agreements, class record information system, literacy/basic skills information system, contract training, and internal program audits; (4) guidelines regarding occupational programs, including licensure/certification courses, instruction on military bases, work experience policy, fire rescue training, emergency medical services, and criminal justice/law enforcement; (5) materials on basic skills programs, including adult basic education, high school equivalency programs, compensatory education, and English as a Second Language; (6) information on specially funded programs, such as community service and visiting artist programs, human resources development, and various employment training programs; and (7) material on business and industry programs, including apprenticeships, focused industrial training, new and expanding industry, and small business centers. The final sections and appendixes provide relevant forms and memos; licensure and certification course data sheets; a curriculum and course materials list; NCDCC organizational charts and staff list; directories of community colleges, senior CE administrators, and the State Board of Community Colleges; a CE internal audit plan/compliance review checklist; and the master CE course list. (MAB)

Published
1991

28. An Exploration of the Experiences of Undergraduate Adult Learners in an Adult Degree Program from the Theoretical Framework of Self-Authorship

Author

Hernandez, Rocio Duran

Abstract

This study applies Baxter Magolda's theory of self-authorship (2001) from the literature of student development theory to examine the experiences of undergraduate adult learners. The purpose of this study was to explore the experiences of undergraduate adult learners enrolled in an adult degree program and whether their experiences were influenced by self-authorship. Utilizing a phenomenological qualitative research design, nine participants were interviewed in-person for approximately 30 to 60 minutes. Participants were chosen using homogenous sampling to purposely select individuals enrolled in the adult degree program. Participants in this study were females who varied in age from 25 to 57 years old. The analysis took place in two phases. In phase one, the interview transcripts were reviewed, listened to, and read a number of times for significant statements. Several statements of interest were pulled from the transcripts. In phase two of the analysis, the themes were assessed for alignment to the phases of Baxter Magolda's (2001) theory of self-authorship (following formulas, crossroads, becoming the author of one's life and internal foundation). A rigorous review of the data from the interviews helped identify themes that connected to each participant's stage in the developmental process. Findings from the study indicate that the experiences of these students were influenced by personal development and self-authorship. In-depth descriptions revealed that the participants traveled through the phases of self-authorship originally identified by Baxter Magolda. This study begins to show the applicability of self-authorship, a theory of student development, to the undergraduate adult learner experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2013

29. A Guide to College Success for Post-Traditional Students. 2nd Edition. Adult Learning in Professional, Organizational, and Community Settings

Author

Merrill, Henry S. and Merrill, Henry S.

Abstract

The purpose of this book is to assist post-traditional students to achieve success in the Occupational, Workforce, and Leadership Studies (OWLS) Department and develop their individualized pathway to earn the interdisciplinary Bachelor of Applied Arts and Sciences (BAAS) degree at Texas State University. Applied baccalaureate degrees incorporate higher-order thinking skills and advanced technical knowledge and skills with applied coursework. BAAS students may also earn college-level credits through prior learning assessment (PLA), evaluating and credentialing knowledge and skills gained outside the classroom. The organization and content of this book provides adult degree program faculty and leaders an example of how one required textbook develops and supports the outcomes and activities in all the core courses of an interdisciplinary degree program designed for post-traditional adult learners. The majority of the students earning the BAAS degree are post-traditional students. They are often defined with some or all of these characteristics: over age 25 years old when starting or returning to college, may not have a traditional high school diploma, enroll part-time, work full-time, are financially independent, have dependents other than a spouse and may be a single parent. These students juggle multiple roles and responsibilities in the family, workplace, and community. Post-traditional students bring rich work/life experiences, may be experiencing personal and/or professional transitions, have clear career goals, and often finance their education. They seek flexible programs including online education, PLA, and accelerated course formats. Thus, post-traditional students want active, collaborative, and interactive learning relevant to career and other roles and goals.

Published
2018

30. Hybrid Governance in an Adult Program: A Nuanced Relationship

Author

Cockley, Suzanne

Abstract

Eastern Mennonite University's adult program uses a hybrid governance structure. Functions separated from the traditional program include marketing, admissions, and student advising. Functions that remain connected to the traditional program include the registrar, financial aid, and student business accounts.

Published
2012
Full Text
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31. The Impact of Adult Degree-Completion Programs on the Organizational Climate of Christian Colleges and Universities

Author

Giles, Pamela

Abstract

Leaders in Christian higher education are often unaware of how adult degree completion programs (ADCPs) impact a school's organizational behavior, and no research has examined employees' perceptions of its impact. This nonexperimental, descriptive study examined differences in employees' perceptions of the impact on organizational climate of the presence or absence of ADCPs at Council for Christian Colleges and Universities (CCCU) schools. The study utilizes as its theoretical foundation Stringer's theory of organizational climate, which posits measuring employees' perceptions of their work environments assesses the health of an organization. Employees from 4 CCCU member schools (n = 124) responded to a web-based survey. Analysis conducted included general descriptive statistical analysis, cross-classification table, and the Mann-Whitney "U". Results indicated that administrators from schools with ADCPs perceived themselves as having more pride in belonging to the organization and being more committed to the organization's goals as a result of the presence of the ADCP program at their school. In addition, faculty from schools without ADCPs perceived themselves as encouraged to solve problems independently without being required to double-check decisions with others, a perception not shared by faculty from schools with ADCP programs. The knowledge gained from this study will contribute to positive social change by providing administrators with insights into the impacts of ADCP so they can make informed decisions and, as a result, better predict and control their organizations' climates, institutional effectiveness, and performance. This will ultimately help ensure quality education for adult learners in both organizations with and without ADCPs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2010

32. Accreditation Issues Related to Adult Degree Programs

Author

Simpson, Edward G.

Abstract

Understanding the fundamental tenets and structure of the accreditation process can assist institutions in the design of high-quality degree programs while affording adult students a reasonable level of consumer protection.

Published
2004
Full Text
View/download PDF

33. Developing a Service-Learning Minor: Its Impact and Lessons for the Future.

Author

Myers-Lipton, Scott J.

Abstract

Explores a service-learning program at a university attempting to develop a service-learning minor. This article examines the effect of the program on students and the university community. The qualitative data were gathered from 25 students over a period from December 2001 to December 2002. The results demonstrate that students in a comprehensive service-learning program became a strong community, developed leadership roles and skills, and increased their understanding of diversity. (SWM)

Published
2003

34. Virtually There: Online Case Studies.

Author

Schuch-Miller, Diane M.

Abstract

The candidates enrolled in one of three degree programs offered through the Greenfield Coalition (GC) have a unique learning situation where classroom exercises link with their job experience. Situated at the Focus: HOPE Center for Advanced Technologies, candidates work in a real manufacturing production environment by day and attend courses by night. In order to export these experiences to students enrolled in other manufacturing engineering programs, GC developed case studies accessible online. Cases currently available support courses in engineering economics, statistics in manufacturing product launch, forming technologies, and tool and fixture design. A wealth of resources including interview transcripts, WWW links, raw data and expert advice are accessible online for learners to investigate each case and complete the required tasks. Includes six figures. (Author)

Published
2002

36. An Innovative Community College Program and Partnership in Information Security.

Author

Northern Virginia Community Coll., Annandale., Howard, Barbara C, and Morneau, Keith A.

Abstract

This report describes an innovative network security program initiated by Northern Virginia Community College and funded with a grant from the Northern Virginia Regional Partnership. The program educates and trains students in the instillation, configuration, and troubleshooting of the hardware and software infrastructure of information security. The curriculum was designed by a team of experts in network and Internet security in the private and public sectors and offers a unique, 1-year, full-time program that combines instruction in security skills with on-the-job experience. The program content also includes training in business and communication skills. Results are presented from an information security specialist focus group convened to validate the program curriculum and identify future trends in the field of information security. The paper concludes with a discussion of the lessons learned by program administrators a year and a half after initiating the new program. These lessons include the need for an advanced networking lab, the value of professional development for full-time and adjunct faculty, and the importance of continuous curriculum development. The results of the Information Security Specialist Focus Group are presented in the appendix. (RC)

Published
2002

37. Opening the Door to the Baccalaureate Degree.

Author

Walker, Kenneth P.

Abstract

Makes a case for United States community college baccalaureate degrees by focusing on the Canadian college and university system, which allows its community colleges to grant baccalaureate degrees. Argues that more students will earn bachelors degrees at lower costs to both students and taxpayers without disrupting the community college mission. (NB)

Published
2001

38. Analyzing Policies and Procedures for Graduate Certificate Programs.

Author

Council of Graduate Schools, Washington, DC. and Patterson, Wayne

Abstract

This survey takes a best-practices approach to several major issues involving graduate certificate programs; these include: (1) leadership (whether the graduate school should administer certificate programs, state regulation, procedures for approving new programs, impact on student diversity, and terminology); (2) management (whether certificate programs should be free-standing or part of an established curriculum, time limit for programs, fast-track program approval, impact on related degree programs, and advisory committees); (3) curriculum (number of credit hours required, whether programs are post-baccalaureate or post-master's, whether they are in a single or multiple disciplines, distance learning, overlap with degree programs, requirements beyond coursework, and relationship to other certificate programs); (4) faculty (requirements for admission and completion, role of adjunct faculty, and commencement); (5) students (desirability of including certificate program completion on transcripts, requirements for admission, time limits, and how obtaining a certificate relates to gaining admission to a degree program); and (6) fiscal matters (pricing of certificate programs, fiscal basis, financial aid, and who pays tuition). The discussion of each issue follows a standard format: discussion of the issue; colleague's views (comments from three sources); a Council of Graduate Schools reference (a backward pointer); and a model guidelines reference (a forward pointer). Model guidelines are appended. (RAB)

Published
1999

39. Horry-Georgetown Technical College 1996 Fact Book. 2nd Edition.

Author

Horry-Georgetown Technical Coll., Conway, SC.

Abstract

This 78-page fact book provides a brief overall picture of Horry-Georgetown Technical College (SC) in a "snapshot" fashion. Included in the book are a comprehensive overview of the curricula, relevant demographics and other information, and facts and figures that may be pertinent to a wide variety of readers. Since 1966, the college has provided accessible education to its local communities with an emphasis on the knowledge, skills and experiences necessary to achieve both personal career goals and meet the needs of local employers. The faculty profile indicates that in 1995, 49 percent of the faculty were female and 51 percent were male. The college serves more than 3,200 students through the regular curricula alone, which consists of 24 Associate's degrees in technical areas ranging from Civil Engineering and Computer Technology to Nursing, and Occupational and Physical Therapy. Horry-Georgetown (SC) offers 4 diploma programs and 22 certificate programs, both of which parallel the curricula offered in the associates degree programs. Enrollment figures, a student profile, retention rates, and post-graduate accomplishments are presented for each degree, diploma, and certificate field. Other programs include adult education and GED preparation and JTPA-funded courses. Revenue and expenditure tables show how much revenue goes to the college, and where it comes from. A section on the service area provides demographic information about the local counties. (AF)

Published
1999

40. Certificates: A Survey of Our Status and Review of Successful Programs in the U.S. and Canada. A Collection of Papers Presented at the Annual Meeting of the Council of Graduate Schools (37th, Washington, DC, December 1997).

Author

Council of Graduate Schools, Washington, DC.

Abstract

This collection of conference papers examines some of the broad issues as well as specific institutional approaches to postbaccalaureate certificate programs. The first paper, "A Survey of Graduate Certificate Policies, Procedures, and Programs" (Wayne Patterson), reports on a survey of the members of the Council of Graduate Schools (CGS) and their stand on graduate certificate programs. The next four papers analyze programs at specific institutions and illustrate the considerations and challenges presented by certificate programs; they are: (1) "Graduate Certificates at Indiana University and Considerations for Graduate Educators" (Sheila Cooper); (2) "The NJIT Graduate Certificate Program" (Gale Tenan Spak); (3) "Graduate Certificate Programs at Arizona State University" (Bianca L. Bernstein); and (4) "Graduate Certificate Programs at the University of Colorado-Boulder" (Carol B. Lynch). The final paper, "Graduate Diplomas and the Ontario Council on Graduate Studies Appraisal Process" (David Leyton-Brown), analyzes ways bring nondegree graduate study into the appraisal process. Six appendices present data on and brief descriptions of the member institutions of the CGS that have certificate programs, an overview of the New Jersey Institute of Technology graduate certificate offerings, together with a profile of the 1997 class, and the approval process and primary elements of certificate programs proposals at Arizona State University. (RAB)

Published
1998

41. An Alternative School Teacher Education Program. Teacher Education Forum; Volume 3, Number 7.

Author

Indiana Univ., Bloomington. Div. of Teacher Education. and Barr, Robert D.

Abstract

The Alternative School Teacher Education Program, cooperatively developed by participating public schools and Indiana University, is a field-based masters degree program designed for completion in one calendar year. Students spend two summers on campus pursuing graduate course work. During the academic year between these summers, students earn internship and independent study credit while working in an alternative public school. The sequence of course work is organized into four phases: Personal Exploration; Surveying Alternative Schools; Teaching Internship; and Students Teaching Students. The program has two clusters of objectives: one deals with the training of teachers, while the other focuses on public school renewal. By the time the program is completed, teachers must demonstrate their ability to: (1) provide a comprehensive personal analysis of their abilities and conceptualize their goals as educators; (2) develop and complete an individual program of self-development designed to move them toward their goals; (3) develop a comprehensive rationale for alternative education and be able to describe and critique the types of alternatives presently in operation; (4) successfully complete the process of obtaining a field internship; (5) complete an internship in an alternative school; (6) create and implement a new educational component for the school district in which they are interning; (7) participate in the professional development of future interns; and (8) obtain a position in public education. The objectives for school renewal vary among school districts but include the conceptualization, development, and implementation of entirely new schools, courses, and programs. (DMT)

Published
1975

42. Lifelong Learning: Higher Education's Response. Topical Paper No. 3.

Author

Arizona Univ., Tucson. Coll. of Education., Schultz, Raymond E., Schultz, Raymond E., and Arizona Univ., Tucson. Coll. of Education.

Abstract

The increased interest in lifelong learning has presented a challenge that higher education institutions are meeting with three interrelated developments: New degrees, academic credit for experience, and programs for older people. A variety of new degrees are described, including the extension degree offered to part-time students taking off-campus courses; the adult degree, which may depart from traditional degrees in admission, instruction, and evaluation, and is based on the idea that adult students are different from college youth; and the assessment degree, which emphasizes demonstration of competency. Examples of new degree programs are given. The increasing trend toward granting credit for experience is documented. Assessment and creditation has been done by the Cooperative Assessment of Experiential Learning (CAEL) and the Commission on Accreditation of Service Experience (CASE). Programs for older people are designed to assist this part of the population to adjust to changing life patterns, to find outlets for skills and interests, and to make use of their desire to serve. Several issues that are unresolved are raised, including Who pays? Should the fee structure differ from the traditional? How should the unit of credit be defined? Can quality control be maintained in these programs? (JMF)

Published
1976

43. The Competency-Based Degree Program at Oklahoma City University: The Program and the People It Serves.

Author

Westerheide, W. J. and Krueger, Reynold J.

Abstract

The Competency-Based Degree Program (CBDP) at Oklahoma City University is an effort by a traditional university to serve a new and expanded group of students while maintaining a high level of quality in the services it provides. The CBDP is unique in that it is truly a nontraditional program operating within a traditional university with well established traditional programs. The nontraditional elements in the program are that each student (1) designs his or her own degree contract; (2) can receive credit for nontraditional prior learning; and (3) is not required to complete any prespecified coursework or attain any prespecified competencies. This study explores and describes the CBDP, and provides comparisons between nontraditional and traditional students and the variables of age, race, sex, marital status, and number of hours worked off campus. Additional data is given on CBDP students' reasons for enrolling, goals, what they might be doing if there were no CBDP. (Author/MSE)

Published
1977

44. Extended Degree Programs in the West: Report of a Survey.

Author

Western Interstate Commission for Higher Education, Boulder, CO., Shay, Thomas M., and Engdahl, Lilla E.

Abstract

An exploratory survey yielded basic information about extended degree programs in the 13 WICHE states: Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Washington, Wyoming, and Utah. Survey questionnaires were sent to the 441 colleges and universities (including two-year colleges) on the WICHE mailing list; responses were received from 376. Of them, 88 reported that they offer extended degree programs falling under the definition used for the survey, or 20 percent of the higher education institutions in the west. Results are reported by institution level and control, and specific survey responses and problems are analyzed. The questionnaire is included, and programs are listed by state, program category, and type of institution. (MSE)

Published
1976

45. The Need for External Degree Programs in California. Report No. 6 - Planning Data for California State University, Sacramento.

Author

California State Univ. and Colleges, Rohnert Park. Commission on External Degree Programs. and Siroky, Frank R.

Abstract

It is estimated that 2,715 individuals in the area served by California State University, Sacramento are interested, educationally qualified, and willing to pay the fees for enrollment in External Degree programs. Those interested in external degree programs have a mean age of 33, are predominantly male, married, and employed full-time in professional or mangerial positions. It is evident that external degree programs attract a more mature, better-educated, self-reliant, and professionally more responsible student body than typical on-campus day programs. Convenience of time is the major reason for wanting to study in an external degree program. Second was the belief that family or personal needs would be met better, and third, the perceived relevance of external programs to job or work situations. Some of the major personal reasons for returning to an external degree program was the development of new skills and knowledges. The second most important reason was to prepare for a new vocation or job, and third, self-enrichment. Practical considerations weigh heavily in the choice of external degree programs as well as in the kinds of programs or majors one might anticipate selecting under this model of instruction. (Author/PG)

Published
1973

46. The Continuing Education Unit and Adult Education.

Author

Adult Education Association of U.S.A., Washington, DC., Williams, Jack K., and Andrews, Grover J.

Abstract

The formation and use of the Continuing Education Unit (CEU), a uniform nationally accepted unit that provides a mechanism by which most continuing education activities can be measured and recorded, was presented at the 1973 National Adult Education Association Conference. The unit, developed by the National Task Force in 1968 to determine the feasibility of a uniform unit of measurement, can be applied to professional continuing education, vocational retraining, and adult liberal education as well as other adult/continuing education programs. Specific administrative requirements were outlined for establishing and maintaining quality control over assignment of the CEU. Also discussed was the use and criteria of the CEU in the new Standard Nine provision of the College Commission of the Southern Association of Colleges and Schools. Latest national developments were more elaborate guidelines from the National Task Force and a working paper on CEU by the Federation of Regional Accrediting Commissions of Higher Education. The need was stressed for higher education institutions to prepare now for adult education programs, an anticipated major component of American higher education during the seventies and eighties. (EA)

Published
1973

47. The Extended University: A Progress Report.

Author

California Univ., Berkeley. Board of Regents.

Abstract

This document presents a progress report of the Extended University of the University of California. The Extended University exists to test and gain experience with modified approaches to higher education. It offers degree programs to those who are qualified to engage in university studies, but who are now effectively denied access because of work obligations, finances, location, home responsibilities, or other impediments to full-time study. The basic objectives of the Extended University may be simplified as follows: (1) to provide selected experimental degree programs for part-time students; (2) to experiment with off-campus programs, new approaches to instruction, alternative approaches to admission, campus residency, and advanced standing; (3) to design new curricula specifically for part-time students; and (4) to develop the ability to provide these and other similar programs on a cost-effective basis. Appendices include graphs and tables related to the text. (Author/PG)

Published
1974

48. New Patterns of Courses and New Degree Structures.

Author

Council for Cultural Cooperation, Strasbourg (France). Committee for Higher Education and Research. and Heywood, John

Abstract

The purpose of this study was to reveal trends, indicate fields for further research and action, and expose problem areas for further study at the international level. The study objectives are to review: (1) the course patterns and degree structures developed at the Open University in the United Kingdom, (2) new degree courses in the United Kingdom, (3) curriculum reform in France, (4) Norwegian regional colleges and their new study courses, (5) development in Swedish higher education, (6) developments in university education in Germany and Denmark, (7) the problem of evaluating new curricula. Appendixes include the framework for the study of professional examinations, extracts from the British statement of objectives for engineering sciences, and a framework of analysis for innovations in international higher education. (Author/PG)

Published
1974

49. Planning the Development of Measurement and Evaluation Services for Use in Occupational Programs at Postsecondary Institutions. Final Report.

Author

Educational Testing Service, Princeton, NJ. and Sharon, Amiel T.

Abstract

The purpose of this study was to obtain information that will make it possible to plan for the development of occupational competency assessment procedures in a rational manner, based on the expressed needs of occupational educators and employers. Eight fields were selected for scrutiny: Accounting, Agribusiness, Data Processing, Day Care, Electronics Technology, Management, Police Science, and Secretarial Science. Specifically the study attempted to: (1) verify and delineate the existence of needs for measurement and evaluation services appropriate for community colleges and other postsecondary institutions concerned with occupational training; (2) ascertain the extent to which assessment needs are being met with existing evaluation measures; (3) specify the areas in which there are unmet needs for evaluation services; (4) develop suitable approaches for devising the needed measures; (5) evaluate the process for the entire project to determine specifically if it is a feasible model for developing measurement and evaluation services in other areas of postsecondary education. (Author/RC)

Published
1974

50. Accrediting the New Clientele for Post-Secondary Education.

Author

Hoenninger, Ronald W. and Dyer, Joe W.

Abstract

An explanation of the Continuing Education Unit (CEU) is offered in this paper. At Jefferson College in Missouri, the CEU is an evaluative unit used in awarding a Continuing Education Diploma. The CEU is defined as ten contact hours of participation in an organized continuing education experience under responsible leadership, capable direction and qualified instruction. It enables the adult learner to receive recognition for a broad range of self-fulfilling learning experiences. At the same time it provides the institution with a vehicle for measuring and recording these experiences. (Author/SW)

Published
1974

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