An Academic Model of Transfer Education.

Institution	American Council on Education, Washington, DC. National Center for Academic Achievement and Transfer.
Titel	An Academic Model of Transfer Education.
Quelle	1 (1990) 1, (6 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Standards; Articulation (Education); College Planning; College Transfer Students; Community Colleges; Curriculum Development; Higher Education; Intercollegiate Cooperation; Models; Organizational Effectiveness; Teacher Student Relationship; Transfer Policy; Transfer Programs; Two Year Colleges + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Studienplanung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Community college; Community College; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulkooperation; Analogiemodell; Unternehmenserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	To date, community colleges have used two major approaches to manage transfer and assist students with a successful transfer experience: a "student service" approach, concentrating on counseling, advising, catalog information exchange, and other student affairs functions; and a "document" model, relying on articulation agreements, course equivalency guides, and systemwide regulations. A new approach to transfer education, the "academic" model, augments the work accomplished through these models. The academic model assumes that the strengthening of academic practices in relation to transfer education will result in enhanced transfer success--especially when undertaken as a shared enterprise between two- and four-year institutions. This model focuses on campus-based academic practices related to the curriculum, classroom teaching, and expectations of student performance, relying primarily on the work of two-year college faculty in the classroom, the relationship between two- and four-year college faculty, and student-faculty relationships at both institutions. The critical element is the emphasis on the shared development of curricula and pedagogy at two- and four-year institutions. Use of the model should not be part of a volunteer faculty activity, but part of a careful institutional plan. The model must also involve institutional data collection and analysis of transfer student behavior. A description of the use of the academic model by a hypothetical community college is included. (JMC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01