Critical Success Factors: PVCC Teacher Education Transfers to the University of Virginia.

Autor/in	Wilson, Eleanor Vernon
Institution	Piedmont Virginia Community Coll., Charlottesville, VA. Office of Institutional Research and Planning.
Titel	Critical Success Factors: PVCC Teacher Education Transfers to the University of Virginia.
Quelle	(2001), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Transfer Students; Community Colleges; Diversity (Student); Education Majors; Higher Education; Intercollegiate Cooperation; Minority Groups; Peer Groups; Peer Influence; Preservice Teacher Education; School Holding Power; Schools of Education; Student Characteristics; Student Motivation; Transfer Rates (College) + Suchen Sie Ihr Suchwort? Hochschulwechsel; Schulwechsel; Studienortwechsel; Community college; Community College; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulkooperation; Ethnische Minderheit; Gleichaltrigengruppe; Peer Group; Lehramtsstudiengang; Lehrerausbildung; Erziehungswissenschaftliche Fakultät; Schulische Motivation
Abstract	This report examines the collaborative program between Piedmont Virginia Community College (PVCC) and the Curry School of Education at the University of Virginia (UVA). The program began in 1997 and was designed to encourage PVCC students, particularly minority and other nontraditional students, to participate in the Introduction to Teaching course at PVCC and then to transfer to the Curry School's 5-year teacher education program. The Curry School requires completion of an undergraduate degree in liberal arts and a master of teaching degree. It was envisioned that each year approximately 15 students would enroll in the program at PVCC, and that the majority of those students would transfer. However, it has proved more difficult to recruit and retain students in the program. This report suggests that retention factors include mentoring, the desire to teach, and internal motivation. Withdrawal factors include confusion about requirements, feeling isolated, and desire to focus solely on completing an undergraduate degree. Success for transfer students often involves finding a niche or a role that offers the student a sense of purpose. Thus, the support of cohort groups like the PVCC program members can be of critical importance in a large program at a university. (NB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC