The Catalyst for Change: Students Evaluate an Adult Degree Program.

Autor/in	Leckie, Shirley Ann
Institution	Toledo Univ., OH.
Titel	The Catalyst for Change: Students Evaluate an Adult Degree Program.
Quelle	(1978), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Programs; Adult Students; College Curriculum; Course Content; Curriculum Design; Curriculum Development; Curriculum Evaluation; Enrollment; Higher Education; Interdisciplinary Approach; Liberal Arts; Participant Satisfaction; Program Evaluation; Program Improvement; Special Degree Programs; Student Attitudes; Student Characteristics; Student College Relationship; Student Evaluation of Teacher Performance; Student Leadership; Student Needs; Student Organizations; Student Role; Student Teacher Relationship + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Kursprogramm; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Einschulung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Programme evaluation; Programmevaluation; Graduiertenförderung; Schülerverhalten; Studentenwerk; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung
Abstract	Faced with declining attendance, poor reputation, and possible demise of their program, students in the Adult Liberal Studies (ALS) program at the University of Toledo formed an association, evaluated the program, and instigated constructive changes that have revitalized the program, increased its enrollment, and enhanced its reputation among its students as well as among faculty members and in national circles. After forming the Adult Liberal Studies Student Association (ALSSA) in the fall of 1976, students determined ALS student characteristics, needs, and reasons for enrolling or discontinuing participation in the program through a survey of 175 active and 205 inactive enrollees (121 responses). The survey showed that students' main reason for enrolling in the program was personal development, that few students received full financial assistance from employers, that most students were employed full time, and that students were dissatisfied with program inconsistencies, faculty disinterest, poor scheduling, undefined objectives, and general unconcern of the University for their needs. Armed with this data, representatives of the ALSSA met with the academic vice president and the University president, and presented their conclusions and suggestions. The University administration responded by defining objectives for the program and setting up seminars to meet these educational objectives by instituting faculty overload competition for the program to increase faculty participation in and enthusiasm for teaching adult students, and in general giving more consideration to adult students' needs. As a result, by 1978, student enrollment in the program had increased, as had student satisfaction; the program's reputation grew among the University community and the program received the Quality in Liberal Learning (Quill) award from the Association of American Colleges. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC