Leadership for Empowering Academic Development: Team Recommendations.

Institution	Cowley County Community Coll., Arkansas City, KS.
Titel	Leadership for Empowering Academic Development: Team Recommendations.
Quelle	(1993), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Planning; Community Colleges; Day Care Centers; Educational Counseling; Educational Improvement; Educational Quality; Enrollment; Job Placement; Management Teams; Needs Assessment; Special Needs Students; Student Evaluation; Student Needs; Student Personnel Services; Student Placement; Two Year Colleges + Suchen Sie Ihr Suchwort? Studienplanung; Community college; Community College; Day care centres; Hort; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Einschulung; Employment service; Employment services; Arbeitsvermittlung; Bedarfsermittlung; Sonderpädagogischer Förderbedarf; Schulnote; Studentische Bewertung; Schülerpraktikum
Abstract	As part of a Total Quality Leadership initiative, Cowley County Community College (CCCC), in Kansas, formed the Leadership for Empowering Academic Development (LEAD) team to develop a process for addressing student needs at CCCC's main campus and outreach centers. This report describes issues covered by the LEAD team and provides recommendations developed by the team. Following a brief introduction which includes the team's vision statement, issues explored by the team are reviewed in the areas of student assessment, developmental curriculum, advising system, recruitment, and student services. Then, team recommendations for dealing with these issues are presented, specifically focusing on the following: (1) academic placement, focusing on the facilitation of student success rates in English, math and, ultimately, all other courses; (2) student evaluation through comprehensive academic skills assessment, computerized pre-enrollment assessment, and an improved advising process; (3) facilitating communication to improve the advising system; (4) improving the enrollment process through specific enrollment periods, publicity strategies, and increased advisor participation; (5) the development of enrichment courses, programs to prepare re-entering or deficient students, a grading system that facilitates student self-esteem, and referral services for students exhibiting a potential for academic problems; and (6) student services, focusing on child care, job placement assistance, internship coordination, personal counseling/referral system, and handicap services. Appendixes provide a questionnaire and responses from a survey conducted of CCCC developmental educators, information on fall 1991-93 student characteristics, and a LEAD team process flow chart. (TGI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC