A Student Guide to College Without Walls at Sinclair Community College.

Institution	Sinclair Community Coll., Dayton, OH.
Titel	A Student Guide to College Without Walls at Sinclair Community College.
Quelle	(1978), (78 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lernender; Associate Degrees; Behavioral Objectives; College Faculty; Community Colleges; Evaluation Methods; Experiential Learning; External Degree Programs; Independent Study; Learning Activities; Nontraditional Education; Performance Contracts; Student Evaluation; Student Responsibility; Teacher Role; Two Year Colleges + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Fakultät; Community college; Community College; Experiental learning; Erfahrungsorientiertes Lernen; Selbststudium; Lernaktivität; Non-traditional education; Alternative Erziehung; Leistungsvereinbarung; Schulnote; Studentische Bewertung; Lehrerrolle
Abstract	This four-part manual was designed to help students successfully complete a program of independent study through Sinclair Community College's College Without Walls (CWW). Part I provides introductory material which details the characteristics of the CWW program that differentiate it from traditional degree programs. Part II provides a descriptive outline of the characteristics of the CWW process: (1) enrolling in a course on lifelong learning; (2) describing and documenting prior learning experiences in personal portfolios; (3) forming a personal CWW resource group, which includes a faculty member, a CWW student peer, and two community resource faculty who are experts in the student's field of interest; (4) writing learning contracts for independent study; and (5) evaluating outcomes. Part II also provides guidelines for selecting community resource faculty and samples of learning contracts. Part III describes the components of learning contracts, which specify competency goals, learning activities and evaluation methods. It then delineates the responsibilities of students and teachers in writing the contract, submitting it for approval, carrying out its terms, and evaluating progress. Finally, Part IV presents 16 attachments, including evaluation forms, a list of community resources, a description of an area college consortium, a time inventory plan, and guidelines for learning contract use. (JP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01