A History of Baccalaureate Programs for Adults 1945-1970.

Autor/in	Hall, James C.
Titel	A History of Baccalaureate Programs for Adults 1945-1970.
Quelle	(1974), (350 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Students; Bachelors Degrees; Educational Innovation; Evening Students; Extension Education; External Degree Programs; Higher Education; Part Time Students; Program Descriptions + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; 'Bachelor''s degrees'; Bachelor-Studiengang; Instructional innovation; Bildungsinnovation; Erweitertes Bildungsangebot; Hochschulbildung; Hochschulsystem; Hochschulwesen; Part-time students; Teilzeitstudent
Abstract	An external degree is one that may be earned outside the central structure of a college or university. The most common form of external degree program is the evening college in which students, who are usually working adults, meet the standard requirements for a four-year degree by taking a part-time program after work. No allowances are made in evening college programs for what adult students may have learned outside the classroom, even though this learning may be equivalent to what they are required to learn for their degrees. Sensing this problem, a number of programs were developed in the late forties and fifties to take advantage of the rich experience that many adults have had in their lives. Most often such programs provide not only an opportunity for credit for life experience but also for teaching methods and requirements that seem to be more appropriate for mature students. The adult degree programs of nine schools are examined in the report; Brooklyn College, Queens College; Mundelein College; Roosevelt University; University of Oklahoma; Syracuse University; Goddard College; University of South Florida; State University of New York College, Brockport. The most significant findings of the study are: (1) these programs seem to be reacting to the move toward vocational orientation in undergraduate programs. (2) The programs are moving away from their unique designs toward compatibility with more traditional programs. (3) Lack of full time faculties keeps the staff of these programs from exercising authority within their institutions. (Author/PG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01