Transcript Document

The Community College
CMU EDU 665
Central Michigan University
George Brown College Cohort
Dr. J. mior
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Philosophical – Educational Models
1900 – 2000
 Trends and stages 1900 –2000
 The Production Model
 The Humanistic Model
 The Intervention Model
 The Learning Revolution
 Practices, Summary of Trends
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Trends – US - 1900 -2000
Stage 1 Production Model-
1900 - 1960
elitism, selective
Stage 2 Humanistic Model
1960 - 1980
-Egalitarian, open door
Stage 3 Intervention Model
1980 - 2000
- prescription, quality
reformation
Stage 4 Learning College
Dr. J. mior
2000 - ?
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The Production Model
Institutes of Technology
Comprehensive Colleges
Administration
Faculty
Training
Student
Services
Educational
Services
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Production Model
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Emphasis on tradition, control
Ivory Tower syndrome
Concerned with standards
All are viewed as service (students) except
teachers
Academic (training as sacred) – total
development takes place in classroom
Want to work with best class – students who
will make it without us
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The Humanistic Model
Thrust of the Humanistic Model
Administration
Faculty
Training
Student
Services
Educational
Services
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Humanistic Model
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Concerned with human development, potential
Use every resource in institution as a contributor
to development – para-professionals
Use total expertise and energy
Commitment to affective and cognitive learning
Emphasis on flexibility – meet the student where
he/she is at
Concerned with Student, Staff and Community
Development
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Outcomes of Student Development Programs
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Production Model
Intellectual understanding
Skill competencies
Humanistic Model
Socially responsive behaviour
Flexibility and creativity
Awareness of self and others
Acceptance of self and others
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Outcomes of Student Development Programs
Humanistic Model
 Courage to explore and experiment
 Openness to experiment
 Efficient and effective ability to learn
 Ability to respond positively to change
 A useful value system
 A satisfying life style
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The Intervention Model
Quality
Instruction
Technical
Para-professionals
Intervention
Model
Prescriptive
Systems
Development &
Evaluation
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Intervention Model
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Emphasis on quality, evaluation – quality monitoring Assessment is important
Prescription for student success
Early warning systems Prescriptive interventions
Outcome-oriented to meeting student profiles
Predictive criteria
Productivity conscious
Part of quality reformation
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An Emerging Model for the New
Millennium – 2000+
Place Learner first
 Learner centred
 Learning centred
 Learning Communities
 Learning Organizations (Senge)
 The Learning College (Barr, Tagg, O’Banion)
• Assessment & measurement essential
 Transformation Strategies
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Emerging Model
The Learning College
The Learning College is based on 6 principles
1. The learning college creates substantive change in
individual learners.
2. The learning college engages learners in the
learning process as full partners, assuming primary
responsibility for their own choices.
3. The learning college creates and offers as many
options for learning as possible.
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Emerging Model
The Learning College
The learning college is based on 6 principles
4. The learning college assists learners to form and
participate in collaborative learning activities.
5. The learning college defines the roles of learning
facilitators by the needs of the learners.
6. The learning college and its learning facilitators
succeed only when improved and expanded learning
can be documented for its learners.
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Some Illustrations
Philosophy & Practices
Production
model – pre
1960
Humanistic model
1960- 1980
Intervention model
1980 -2000
Admission
Screen out
Open door
Prescribed screenin
Community
services
Non-academic
Alternative
deliveries (NOVA)
Traditional
programs (alternate
delivery)
Grade
Testing
No testing
Self-assessment
prescriptive
Growth
No growth
Fast growth
Selective growth
Promotion
standard
Pass-fail
Pass-withdraw
incomplete
Pass, fail, withdraw
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Where are You ???
What is Your Personal
Educational Philosophy?
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Getting Started
A. Characteristics
B. Purposes
U.S. Colleges
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Characteristics
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Democratic
Individual worth
Access (tuition & distance)
Open door
Assessment – guidance
Teaching vs. research
Community dimension
Inter-agency
Diversified targets & programs
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Purposes
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Youth financially unable to attend existing
institutions (universities)
Opportunities needed for short courses, and
for 2 year terminal curricula
To extend the secondary school upward
Increasing need for skilled workers in the
community
Existing institutions too far away
People willing to support such an institution
through taxation
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Purposes
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To extend democracy by lengthening equal
educational opportunity
To make general education available to all
the people
Better individual attention, resulting in better
educational opportunities
To fill the gap between end of school and
employment
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Program Components in US
Community Colleges
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Transfer
Vocational
Occupational
Community services – credit & non-credit
Student personnel – programs, guidance
General education
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Modern or Current
President
Dean of Students
Vice President
Academic Dean
Vice President
Dean/Director
Admin &
Planning
Vice President
Value System dictates a VP or Dean
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What are the distinguishing
characteristics of a Community
College that it has to live up to?
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Access – Open Door
Teaching
Community Orientation
Responsiveness
Comprehensive Curriculum
J. Dennison
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Community College Goals
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To prepare students for a global economic
marketplace
To encourage maximum development of
individual potential
To provide access to education and training
To meet educational interests and needs of
community or region
To provide a broad comprehensive
curriculum
J. Dennison
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Community College Goals
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To provide basic general education &
generic skills
To train students for immediate
employment
To help attain economic priorities of
government
To serve as a community resource
To meet the needs of disadvantaged
members of society
J. Dennison
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Differences: College/University
University
College
Accessibility
Selective admissions based upon
previous academic achievement.
Application of quotas for admission
to high demand programs
“Open door” admissions policy.
Increased access to disadvantaged
groups and ethic and racial
minorities
Curriculum
All programs degree oriented with
emphasis upon academic content
and theoretical basis
Comprehensive mix to include
academic, vocational, technical,
adult upgrading and remedial
programs
J. Dennison
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Differences: College/University
University
College
Faculty Performance
Research, teaching and service
with an emphasis upon
contributions to knowledge
Primary emphasis upon teaching
and contribution to student learning
Responsiveness
Primarily influenced by
development in research areas &
demand for the highly skilled in
selected fields
Continuing response to changing
needs in community clienteles,
employers & government priorities
J. Dennison
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Differences: College/University
University
College
Governance
Bicameral tradition (board
and senate). Faculty have
substantial input into
academic policies
Virtually all final authority is
with the Board. Faculty
power has been advisory
J. Dennison
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Priority Ranking by Province
Community College Goals
B.C.
Alta
Sask
Man
Ont
Que
N.B.
PEI
N.S.
1. Prepare citizens to cope with
problems of society
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10
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2. Encourage exploration &
development of individual potential
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3
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2
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3. Provide access to educational
opportunities
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2
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4. Serve educational interests &
needs of community or region
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2
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5. Provide broad comprehensive
curriculum for education & training
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4
10
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6. Provide instruction in basic,
general education
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7. Impart knowledge & skills in
vocations & in specialized fields
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8. Train for employment
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9. Help attain economic priorities
of government
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10. Help attain political priorities of
government
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11. Help attain social priorities of
government
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12. Serve as a community
resource
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9
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Aspirations
Career Goals
Financial
Status
Marital
Ages
Heterogeneity
Status
Target
Population
Mature
Students
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Varied
Abilities
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Classification of Barriers
1.
Personal
2.
Situational
3.
Institutional
Pat Cross
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