Integrating Learner-Driven and Organization-Driven Agendas: A Workplace Study.

Autor/in	Lessard, Richard
Institution	Alpena Community Coll., MI.
Titel	Integrating Learner-Driven and Organization-Driven Agendas: A Workplace Study.
Quelle	(1993), (146 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Basic Skills; Community Colleges; Cooperative Programs; Employer Employee Relationship; Employment Problems; Followup Studies; Inplant Programs; Labor Education; Program Descriptions; Program Effectiveness; Program Evaluation; Quality of Working Life; School Business Relationship; Two Year Colleges + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Community college; Community College; Beschäftigungssituation; Follow-up studies; Kontaktstudium; Betriebliche Weiterbildung; Labour education; Arbeitserziehung; Programme evaluation; Programmevaluation; Arbeitsqualität
Abstract	For the past 4 years, Alpena Community College (ACC) in Michigan has been involved in the Workplace Partnership Project (WPP), a federally funded program which brings basic skills classes into the worksite to help upgrade employees' math, reading, writing, problem-solving, and science knowledge. The college works with partner companies to help coordinate the needs of the workers with the needs of the company. The classes typically run for 16 hours and involve about 10 students. Instruction is usually very concentrated, with a pragmatic, process pedagogy. This report describes and assesses ACC's partnership with Acme Coating, a relatively small company with high turnover, widespread job dissatisfaction, and high stress among the employees. The report includes: (1) introductory remarks about the importance of self-determination and learner-centered curricula; (2) an overview of the WPP and its objectives; (3) background information on Acme Coating; (4) an overview of the steps taken to move the WPP from theory to practice; (5) the text of instructor journals kept throughout the project to record what was happening in classes and the progress that was made, instructors' final thoughts about the class, and class evaluations and suggestions for improvement; (6) an evaluation of the WPP; (7) a student evaluation questionnaire and results; (8) a copy of ACC's president's article about the project; (9) conclusions about the project; and (10) follow-up results at Acme Coating. (AC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC