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ERIC Number: ED196335
Record Type: RIE
Publication Date: 1980-Oct
Pages: 19
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Re-entry Women: Part-Time Enrollment, Full-Time Commitment. Field Evaluation Draft.
Hall, Roberta M.
Barriers re-entry women often face as they enroll, or attempt to enroll, in undergraduate and graduate degree programs on a part-time basis are discussed, and recommendations for change are offered. A wide range of possible actions is outlined so that institutions can pursue those most appropriate to their individual circumstances. Suggestions on what the institution can do are provided in the following areas: recruitment, admissions, registration, financial aid, transfer policies and residency requirements, flexible course scheduling, graduate study, and support services. The following support services are considered: information services; extended hours; child care; transportation to and from campus, and transportation on campus; housing; food service; medical insurance, health care services, and emergency contact; basic skills and refresher courses; student employment; graduate placement services; and extracurricular activities. Common institutional attitudes and policies concerning the part-time student, and institutional and individual benefits of part-time study are considered. The following alternatives to part-time study are described: evening programs, summer programs, weekend colleges, cooperative education and internships, and external degree programs. An annotated bibliography is included, as is a field evaluation questionnaire for the draft of this paper. (SW)
Women's Re-entry Project, Project on the Status and Education of Women, Association of American Colleges, 1818 R Street, NW, Washington, DC 20009.
Publication Type: Opinion Papers; Reference Materials - Bibliographies; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Association of American Colleges, Washington, DC. Project on the Status and Education of Women.
Identifiers: N/A
Note: For related documents, see HE 013 325-327.