College of New Rochelle Response to: "Adult Learning, Higher Education, and the Economics of Unused Capacity," by Howard R. Bowen.

Autor/in	Kelly, Dorothy Ann
Titel	College of New Rochelle Response to: "Adult Learning, Higher Education, and the Economics of Unused Capacity," by Howard R. Bowen.
Quelle	(1980), (14 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Access to Education; Adult Learning; Adult Programs; Adult Students; Bachelors Degrees; College Students; Comparative Analysis; Experiential Learning; Higher Education; Innovation; Interdisciplinary Approach; Liberal Arts; Nontraditional Education; Nontraditional Students; Off Campus Facilities; Open Enrollment; Prior Learning; Student Needs; Young Adults + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; 'Bachelor''s degrees'; Bachelor-Studiengang; Collegestudent; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Non-traditional education; Alternative Erziehung; Open entry; Offenes Bildungssystem; Vorkenntnisse; Young adult; Junger Erwachsener
Abstract	Perspectives on adult students at the College of New Rochelle are offered in response to Howard R. Bowen's address entitled, "Adult Learning, Higher Education, and the Economics of Unused Capacity." The College of New Rochelle suggests a modest modification of Bowen's thesis that there should be efforts toward full integration of programs for traditional students and for the older (adult) learners. It is suggested that in the 10 years of experience in developing a comprehensive program designed exclusively for adults, it has been found that there is much to be gained by a separate but equal education for traditional and nontraditional students. At the College of New Rochelle, the adult degree program, the School of New Resources, has several different components that are based on the recognition of the adult's prior experience, present life circumstances, and different curricular needs. Various locations for classes are designed to increase access, and the interdisciplinary approach to the liberal arts bachelor's degree is designed to meet students' expressed needs. Instruction is offered by seminars, limited to 18 students, and life-experience credits are also awarded. The open admissions policy is supported by noncredit courses in language arts, workshops, and tutoring. Assessment tools are an additional resource to help meet the needs of adult students. It is claimed that the fiscal contributions made by the School of New Resources has enabled the college to expand their graduate school program and other traditional programs. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC