A Strategy to Gain Faculty Acceptance of and Participation in the Granting of Credit for Prior, Non-Sponsored Learning at Black Hawk College.

Autor/in	Stevens, Mary A.
Titel	A Strategy to Gain Faculty Acceptance of and Participation in the Granting of Credit for Prior, Non-Sponsored Learning at Black Hawk College.
Quelle	(1977), (101 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Credits; College Faculty; Community Colleges; Employment Experience; Equivalency Tests; Evaluation Methods; Experiential Learning; Learning Experience; School Surveys; Student Evaluation; Student Experience; Teacher Attitudes; Two Year Colleges + Suchen Sie Ihr Suchwort? College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Fakultät; Community college; Community College; Occupational experience; Job experience; Work experience; Berufserfahrung; Experiental learning; Erfahrungsorientiertes Lernen; Lernerfahrung; Schulnote; Studentische Bewertung; Studienerfahrung; Lehrerverhalten
Abstract	A study was conducted at Black Hawk College (Illinois) to examine the purpose and status of the award of academic credit for learning gained through life and employment experiences, by assessment means other than such national testing programs as the College Level Examination Program. Procedures and practices employed in other colleges in the assessment of prior, non-sponsored learning were reviewed as were causes of negative faculty reaction to such assessment at other institutions. Subsequently, a survey of Black Hawk College faculty was conducted to determine their knowledge of and attitudes toward such assessment and their opinions on what procedures should be part of the overall evaluation process. Survey findings revealed that the faculty were generally favorable; notably, faculty from the career area were more positive toward assessment of prior learning than were university-parallel program faculty. Those faculty supporting the use of behavioral objectives also tended to view assessment of prior learning more favorably than other faculty. Specific procedures for the assessment of prior learning were recommended, reflecting faculty attitudes and opinions. The survey instrument and a bibliography are appended. (JDS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC