From the Knish to the Hotdish: How Community Colleges Cater to Regional Tastes.

Autor/in	DuRose, Lisa
Titel	From the Knish to the Hotdish: How Community Colleges Cater to Regional Tastes.
Quelle	(2003), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Students; College Students; Community Colleges; Curriculum; Delivery Systems; Distance Education; Marketing of Education; Nontraditional Students; Regional Attitudes; Regional Characteristics; Regional Planning; Regional Schools; School Demography; Student Centered Curriculum; Telecourses; Two Year Colleges + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Collegestudent; Community college; Community College; Curricula; Lehrplan; Rahmenplan; Auslieferung; Distance study; Distance learning; Fernunterricht; Regionaler Faktor; Regionalplanung; Schulbesuchsrate; Fernsehkurs
Abstract	This paper offers arguments against some aspects of both the push toward a marketable curriculum and the extremes of student-centered teaching. The author uses as an example her own experiences teaching freshman composition telecourses at an off-campus location. The courses were offered at Inver Hills Community College, Minnesota, a small Midwestern college with a population of 4,900 students. Students at Inver Hills can choose from six community colleges in the area. Only 9% of students are of color, while 66% of students are female, and more than 30% of students are over the age of 25. The telecourse was an 8-week session that combined 4 weekly classroom hours with four hours of watching videos. The courses are meant to serve the needs of working adults, but the author argues that she felt too rushed, and wondered if the students had actually received or earned four credits worth of education. In addition, the off-campus site was inhospitable for a classroom situation. The Inver Hills program is supported by the League for Innovation in the Community College, a major proponent of the learning college movement. The author finds the learning acquired in these programs to be difficult to quantify. Additionally, the author argues that the emphasis on marketable curriculum may override the community college mission to provide general education that teaches students to think critically. (NB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01