Adult Degree Completion Programs: A Report to the Board of Trustees from the Task Force on Adult Degree Completion Programs and the Award of Credit for Prior Learning at the Baccalaureate Level.

Autor/in	Taylor, John A.
Institution	North Central Association of Colleges and Schools, Chicago, IL. Commission on Institutions of Higher Education.
Titel	Adult Degree Completion Programs: A Report to the Board of Trustees from the Task Force on Adult Degree Completion Programs and the Award of Credit for Prior Learning at the Baccalaureate Level.
Quelle	(2000), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Programs; Bachelors Degrees; College Credits; Continuing Education; Degrees (Academic); External Degree Programs; Higher Education; Nontraditional Students; Prior Learning; Retraining; Special Degree Programs + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; 'Bachelor''s degrees'; Bachelor-Studiengang; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Weiterbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Vorkenntnisse; Umschulung; Graduiertenförderung
Abstract	In 1998, the North Central Association of Colleges and Schools established a fifteen-member Task Force to study the practices and procedures employed in adult degree completion programs. An adult degree completion program is identified as one that is designed especially to meet the needs of the working adult who, having acquired sixty or more college credit hours during previous enrollments, is returning to school after an extended period of absence to obtain a baccalaureate degree. The survey designed by the Task Force was completed by 78 institutions in the country. The survey report identified: (1) lessons learned regarding strengths and weaknesses of the programs; (2) exemplary principles of good practice; (3) the impact of the programs on the broader educational activities of institutional providers and the higher education community in general; and (4) strategies appropriate for an accrediting commission to use in ensuring quality in adult degree completion programs and practices without restricting access. Some of the exemplary practices reported in the study include the following: (1) faculty members are committed to serving adult learners, have appropriate credentials and participate in policy-making and professional development activities; (2) the institution offers adequate administrative support, financial and institutional resources to ensure the effectiveness of the programs; and (3) the institution provides access to a range of student services including admissions, financial aid, academic advising, delivery of course materials, and counseling and placement services. Contains 20 references and 5 appendices. (KS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC