Conflict and Change: An Experimental Course Starting Over.

Autor/in	Koch, Gail
Titel	Conflict and Change: An Experimental Course Starting Over.
Quelle	(1980), (25 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Adult Students; Course Evaluation; Course Objectives; Course Organization; Educational Television; General Education; Instructional Development; Metaphors; Nontraditional Students; Postsecondary Education; Scheduling; Self Esteem; Student Evaluation; Student Evaluation of Teacher Performance; Teaching Methods; Team Teaching; Weekend Programs + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Course organisation; Kurskonzept; Bildungsfernsehen; Schulfernsehen; Allgemein bildendes Schulwesen; Allgemeinbildung; Teaching improvement; Unterrichtsentwicklung; Post-secondary education; Tertiäre Bildung; Disposition; Self-esteem; Selbstaufmerksamkeit; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching; Wochenendseminar
Abstract	This descriptive report examines the efforts of a faculty team at the University of Minnesota's General College to revise an interdisciplinary general education course on conflict and change so that it would meet the unique educational needs of adult, non-traditional students. The report first describes a proposed course delivery format designed to accommodate the schedules of adult working students. This two-quarter format includes early morning hours of instruction on educational television, one late afternoon/early evening session of two and one-half hours each week on campus, and six day-long Saturday workshops. The report then examines the main focus of the course, i.e., the idea of conflict as a catalyst for growth and productivity, and describes the use of metaphor recognition and inductive learning in helping non-traditional students assimilate course material. Factors to be considered in enhancing faculty rapport with non-traditional students are then examined, followed by a discussion of the need to create course objectives which stress the improvement of student self-esteem rather than traditional cognitive skill development. The report concludes with an outline of tentative course evaluation plans, including evaluations of student learning and self-esteem improvement and of faculty performance and course materials. (JP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01