The General College Individualized Baccalureate Degree Programs: The First Decade of Experience. General College Monographs, Volume 1, Number 1, June 1980.

Autor/in	Hansen, Evelyn Unes
Institution	Minnesota Univ., Minneapolis. General Coll.
Titel	The General College Individualized Baccalureate Degree Programs: The First Decade of Experience. General College Monographs, Volume 1, Number 1, June 1980.
Quelle	(1980), (127 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bachelors Degrees; College Credits; Education Work Relationship; Employment Potential; Faculty Advisers; Faculty Workload; Followup Studies; Grade Point Average; Graduate Surveys; Higher Education; Individualized Instruction; Outcomes of Education; Prior Learning; Program Evaluation; Student Attitudes; Student Characteristics; Student Educational Objectives; Student Evaluation; Student Reaction; Teacher Attitudes + Suchen Sie Ihr Suchwort? 'Bachelor''s degrees'; Bachelor-Studiengang; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Follow-up studies; Kontaktstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individualisierender Unterricht; Lernleistung; Schulerfolg; Vorkenntnisse; Programme evaluation; Programmevaluation; Schülerverhalten; Schulnote; Studentische Bewertung; Schülerkritik; Lehrerverhalten
Abstract	Four studies concerning the impact on students and faculty of individualized baccalaureate programs at the General College of the University of Minnesota were conducted. These studies concerned faculty perceptions of the individualized degree program; consequences of the program on faculty advising, activities, and academic load; reactions of graduates of the program; and a credit and grade point analysis of transcripts of graduates. The faculty attitude and opinion survey assessed the quality of programs and of student performance, professional development and satisfaction, and institutional, curricular, and program development and change. While expressing confidence in the quality of student-planned programs, faculty felt less confidence in students' abilities in writing, communicating orally, and applying classroom experience to real-world problems. Results indicate that the proportion of faculty advising time required for individualized baccalaureate degree programs was double that for conventional lower-division programs. Characteristics of the 80 graduates of the program, whose average age was 33, are identified along with their goals in electing individualized study, their assessment of the program in general and how it is valued in the world of work, factors that led to employment, and the effect of the degree on admission to graduate school. Slightly more than a fourth of the graduates ahd been granted vocational-technical credit, a fifth received experiential credit, and five percent received credit by examination. Grade and numeric point averages of students exceeded the standards set by the General College faculty for admission to, and graduation from, baccalaureate programs. Survey instruments and statistical tables are appended. (SW)
Anmerkungen	The General College, University of Minnesota, Minneapolis, MN 55455.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC