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ERIC Number: ED077491
Record Type: RIE
Publication Date: N/A
Pages: 30
Abstractor: N/A
Reference Count: 0
Academic Planning for the Minority/Disadvantaged Student: Three Models for Change. A Report of the National Dissemination Project for the Community Colleges.
Hobbs, Rebecca
Three critical areas in academic planning are discussed. These areas are: (1) Modal Learning Programs; (2) Accountability Learning Systems; and (3) Non-Campus Degree Programs. Included in advantages of modal learning programs are: (1) an individualized, prescriptive approach to learning; (2) the breakdown of the wall between school and life; (3) a renewed emphasis on the interdisciplinary nature of knowledge; (4) a more flexible deployment of faculty; and (5) the opportunity to employ new approaches to evaluation. Modal learning development in Washington State, at the Wright Institute in Berkeley, California, at the Miami-Dade Junior College South Campus, Miami, Florida, and at Rockland's Cluster Colleges are described. Accountability learning programs seeks to build the missing elements of goal establishment evaluation, feedback, and corrective action into community college systems. Accountability systems developed by the National Laboratory for Higher Education (Durham, North Carolina), Wytheville Community College, Virginia, and the Washington State OEO project for community colleges are discussed. The non-campus college model serves educational needs through increased access and flexibility, and is potentially very useful for application to minority and low-income groups. The Vermont OEO Project--Planning and Demonstrating a Non-Campus Community College--is described. Other non-campus models briefly discussed are those at the College of Human Services, New York, and Empire State College. (DB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Washington State Board for Community Coll. Education, Seattle. Research and Planning Office.