Non-Traditional Post-Secondary Programs in New England and Other Selected Sites.

Institution	New England Open Learning Project, Durham, NH.
Titel	Non-Traditional Post-Secondary Programs in New England and Other Selected Sites.
Quelle	(1974), (41 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Admission Criteria; College Faculty; Competency Based Education; Consortia; Degree Requirements; Educational Programs; Elective Courses; Enrollment; Equivalency Tests; External Degree Programs; Fees; Higher Education; Majors (Students); Mass Media; Nonformal Education; Performance Specifications; Regional Planning; Residence Requirements; Student Costs; Student Financial Aid; Teacher Characteristics; Tuition + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Fakultät; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Vereinigung; Elective course; Wahlkurs; Einschulung; Gebühren; Studiengebühren; Hochschulbildung; Hochschulsystem; Hochschulwesen; Massenmedien; Non-formal education; Non formal education; Nichtformale Bildung; Regionalplanung; Wohnungsrecht; Studienkosten; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Unterweisung
Abstract	Presented is a compendium of information about nontraditional higher education in New England, and in certain other places for purposes of comparison. Overviews of each program are presented, as are comparisons along various dimensions of operation, such as admissions requirements, assessment of prior learning, accreditation, opening data, core and degree requirements, majors, number of electives, residence requirements, portion of internally administered credits required for the degree, faculty data, financial aid and student costs, enrollment, media use for instruction, and affiliations and consortia. (MSE)
Anmerkungen	New England Open Learning Project, New England Center for Continuing Education, l5 Garrison Ave., Durham, New Hampshire 03824
Erfasst von	ERIC (Education Resources Information Center), Washington, DC