Evaluating Women's Homemaking and Volunteer Experiences for College Credit.

Autor/in	Ekstrom, Ruth B.
Institution	Fund for the Improvement of Postsecondary Education (DHEW), Washington, DC.
Titel	Evaluating Women's Homemaking and Volunteer Experiences for College Credit.
Quelle	(1978), (9 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Adult Counseling; Adult Students; College Credits; Experiential Learning; Females; Homemakers; Homemaking Skills; Job Skills; Knowledge Level; Nontraditional Students; Postsecondary Education; Skill Analysis; Student Certification; Student Evaluation; Volunteers; Womens Education + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Experiental learning; Erfahrungsorientiertes Lernen; Weibliches Geschlecht; Hausfrau; Produktive Fertigkeit; Wissensbasis; Post-secondary education; Tertiäre Bildung; Schulzeugnis; Schulnote; Studentische Bewertung; Freiwilliger; 'Women''s education'; Frauenbildung
Abstract	A study was made to identify the competencies women gain from their volunteer work and homemaking experiences and to develop materials helpful to women and to colleges in evaluating these experiences for college credit. By a review of the literature and interviews and surveys of adult women, the investigators identified fourteen volunteer work areas and six homemaking areas related to topics covered in many college courses. Using these twenty categories, the investigators developed a set of competency assessment tools under such areas as manager of home finances and public relations/communications. These lists are the core of a series of workbooks. One workbook for college counselors focuses on the basic phases in evaluating women's experiential learning. The first phase includes identifying student goals, identifying related background, and completing the application for admission. The second phase involves identifying the student's prior learning experiences and grouping them into clusters of related activities. In the third phase, assessment, the relevance of the student's experiential learning to departments or to specific courses is identified. Next the student and counselor determine the best method of assessing the student's prior learning, by formal or informal means. If informal evaluation is chosen, the next steps are to form an evaluation team and to prepare an assessment agreement. Following evaluation, the student is notified of the outcome and the counselor takes action for credits to be placed on the student's transcript. (LMS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01