Alverno College. Exemplars.

Autor/in	Iannozzi, Maria
Institution	Pew Higher Education Roundtable, Philadelphia, PA; Knight Collaborative, Akron, OH.; Pennsylvania Univ., Philadelphia. Inst. for Research on Higher Education.
Titel	Alverno College. Exemplars.
Quelle	(1997), (9 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	College Curriculum; College Faculty; College Instruction; College Students; Competency Based Education; Curriculum Design; Curriculum Development; Curriculum Evaluation; Educational Attitudes; Educational Change; Excellence in Education; Higher Education; Interdisciplinary Approach; Nongraded Student Evaluation; Performance Based Assessment; Portfolio Assessment; Private Colleges; Relevance (Education) + Suchen Sie Ihr Suchwort? Fakultät; Hochschullehre; Collegestudent; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsreform; Lernerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Leistungsermittlung; Portfoliobeurteilung; Privathochschule; Relevance; Relevanz
Abstract	This report describes efforts by Alverno College (Wisconsin) to reform the traditional liberal arts curriculum and redefine the relevance of women's colleges. Beginning in the early 1970s, the college began to refocus student learning by integrating ability development and performance-based knowledge. Faculty and staff redefined the curriculum, basing requirements not just on disciplinary content but also on the mastery and application of eight abilities: communication, analysis, problem solving, values in decision making, social interaction, global perspectives, effective citizenship, and aesthetic responsiveness. Rather than assigning letter grades, the college registrar keeps track of students' mastery of each ability, based on student work that becomes part of an extensive portfolio. The college also draws upon the experience of 600 external assessors to help evaluate students' progress. To develop and refine the college's changing curriculum, each faculty member is affiliated with both an academic department and an ability area, and each year faculty engage in three week-long institutes to address the curriculum. Comments from students and an administrator on the effectiveness of the college's curriculum are included. (MDM)
Anmerkungen	Exemplars Institute for Research on Higher Education, 4200 Pine St., 5A, Philadelphia, PA 19104-4090; phone: 1-800-437-9799.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC