A Conceptual Basis for Non-Traditional Study and Alternatives in the Establishment of a Non-Traditional Community College.

Autor/in	Park, Young
Institution	Peralta Coll. for Non-Traditional Study, Berkeley, CA.
Titel	A Conceptual Basis for Non-Traditional Study and Alternatives in the Establishment of a Non-Traditional Community College.
Quelle	(1975), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrative Organization; Community Services; Competency Based Education; Educational Objectives; Educational Philosophy; Flexible Scheduling; Individualized Instruction; Multicampus Districts; Nontraditional Education; Nontraditional Students; Programed Instruction; Student Needs; Teaching Methods; Two Year Colleges; Urban Education + Suchen Sie Ihr Suchwort? Gemeindenahe Versorgung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Flexible working hours; Flexible Arbeitszeit; Individualisierender Unterricht; Non-traditional education; Alternative Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Stadtteilbezogenes Lernen
Abstract	Traditional educational methods can no longer effectively meet the various needs and demands of the many diverse groups and individuals found in large metropolitan multicampus districts. Existing urban community colleges do not provide alternative services because they are limited in flexibility by state statutes and by the traditions of academia. Thus, a non-traditional college must be established as a separate entity to supplement and complement the offerings of existing institutions. Non-traditional education involves altering curriculum to meet non-traditional student needs and providing these services in environments other than those of a large campus plant. The specific elements of a conceptual framework for a non-traditional college include: (1) the new student constituency; (2) the changing social structure which has produced changing attitudes toward college; (3) an evolving interpretation of education and instruction. In a non-traditional college, curriculum and instruction must emphasize precise learning objectives and accurate measurement techniques, the concepts of space and time must allow for individualized programmed learning, learning resources centers, TV instruction, open lab hours, experimental scheduling, and short term classes, and the organizational structure must consider student goals as more important than institutional goals. (DC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC