Literaturnachweis - Detailanzeige
| Autor/in | Finlay, Finola |
|---|---|
| Institution | British Columbia Council on Admissions and Transfer, Vancouver. |
| Titel | Block Transfer: Issues and Options. British Columbia Council on Admissions & Transfer Discussion Paper. |
| Quelle | (1997), (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Articulation (Education); Associate Degrees; College Planning; Community Colleges; Core Curriculum; Foreign Countries; Institutional Cooperation; Models; Policy Formation; Program Development; State Programs; Statewide Planning; Transfer Programs; Two Year Colleges; Canada |
| Abstract | In fall 1996, the British Columbia Ministry of Education, Skills and Training released a strategic plan calling for the development of block transfer agreements between institutions to eliminate the time-consuming process of course-by-course credit assessment. Currently, institutions conduct independent evaluations of elements of an incoming transcript and establish their own requirements and regulations. As of 1996-97, however, there were 155 block transfer agreements in the province, with the majority of these between two-year diploma programs in career areas and professional degrees. Such agreements are rare in academic programs, due in part to the well-established tradition of course-by-course arrangements, the varying number of credits with which academic students transfer, and the lack of common elements for all province degrees. The following models exist, however, for extending block transfer to academic programs, based primarily on the experiences of community colleges in the United States: (1) system-wide transfer arrangements; (2) a general education core curriculum and/or a first-year transfer program of 30 credits; (3) a standardized pre-major curriculum; (4) a flexible pre-major program to allow for innovation and diversity; (5) the learning outcomes model, in which transferability is determined by an assessment of student learning; and (6) the descriptive pathways model, in which clearly-defined grids are prepared of all recommended or acceptable courses. (BCY) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
