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| Autor/in | Greenstreet, Robert W. |
|---|---|
| Titel | Earning Support for Individual Events Programs. |
| Quelle | (1988), (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; College Faculty; Debate; Educational Improvement; Extracurricular Activities; Higher Education; Instructional Leadership; Program Development; Program Effectiveness; Speech Communication |
| Abstract | To garner administrative support and to develop meaningful public relations in the academic, scholastic, and local communities, individual events program directors should focus their efforts on things over which they have control. First, directors should develop behavioral objectives for individual events programs which are consistent with the mission and goals of the sponsoring educational institutions. This includes codes of conduct for participants in individual events. Next, the director should seek to maximize student achievement by developing behavioral objectives that address the cognitive and affective realms of the learner and by promoting programs of independent study to help students prepare to participate in individual events. With regard to scholarship, program directors and individual events coaches should both cultivate and utilize as fully as possible faculty in other disciplines to assess the content of student products. Faculty in individual events programs should make every effort to assure high standards of scholarship are met by each student in preparation of each presentation. The final area of concern by directors is service. Individual events programs should involve themselves in presentations before academic, scholastic, and community audiences consistent with the mission of the institution to serve such groups. Institutional provision of necessary equipment and funding is critical to the development of this service dimension. (An appendix contains brief descriptions of four books helpful to forensics programs.) (KEH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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