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Budgeting for Experiential Learning Assessment Programs.
Sheckley, Barry; Warnert, Janet – New Directions for Experiential Learning, 1983
The program budget is seen as usually measuring the cost of resources used in a program, but it is suggested that it should be extended to measure and evaluate program quality. Types of budgets, building a budget, politics of budgeting, and budgeting for quality are discussed. (Author/MLW)
Descriptors: Budgets, Experiential Learning, Program Administration, Program Budgeting
Overcoming Obstacles to Institutionalization of Experiential Learning Programs.
Rubin, Sharon G. – New Directions for Experiential Learning, 1983
Full institutionalization of experiential learning programs remains a major challenge for educators. Their reasons for resistance to change and strategies for overcoming it are discussed. A checklist for change agents is provided. (MLW)
Descriptors: Change Agents, College Administration, College Faculty, Educational Change
Managing the Assessment Function.
Fugate, Mary; MacTggart, Terrence – New Directions for Experiential Learning, 1983
Prior learning assessment programs are characterized as having a highly individualized service or a more standardized pattern. Three model programs are described: Webster College in St. Louis, Adelphi University in Garden City, Long Island, and Sinclair Community College in Dayton. (Author/MLW)
Descriptors: Adult Students, College Faculty, Evaluation Methods, Higher Education
Case Study: Field-Based Learning at San Francisco State University.
Casella, Donald A. – New Directions for Experiential Learning, 1983
Institutionalization of experiential learning can be enhanced by an administrative office that serves individual programs without limiting the autonomy and initiative of faculty and academic departments. Some critical factors in the federation of field-based learning programs at San Francisco State are highlighted. (MLW)
Descriptors: Case Studies, College Administration, Education Work Relationship, Experiential Learning
Role of the Coordinator.
Dawson, J. Dudley – New Directions for Experiential Learning, 1978
The role of the cooperative education program coordinator, vital to the success of the program, is shown to include student advising, job placement, and liaison with employers and with teaching faculty and administrators. Guidelines are suggested. (Author/LBH)
Descriptors: Administrator Role, Career Counseling, Cooperative Education, Experiential Learning
Program Initiation and Implementation: Three Diaries of Practice.
Heermann, Barry; And Others – New Directions for Experiential Learning, 1981
Three prior learning program directors relate their experiences with program implementation. Three different types of institutions are represented: Sinclair Community College, State University of New York at Cortland, and American University, Washington, DC. Vital statistics and program descriptions are presented. (MLW)
Descriptors: College Administration, College Credits, Costs, Experiential Learning
Case Study: Cooperative Education at Tidewater Community College.
Lamb, Samuel – New Directions for Experiential Learning, 1983
For many experiential learning programs, the critical task in program institutionalization is the process whereby external funding for program development is replaced with institutional funds for program continuation. The success of cooperative education at Tidewater Community College is described. (MLW)
Descriptors: Case Studies, College Administration, College Faculty, Cooperative Education
Values as the Core of Institutional Commitment: Finding a Common Ground.
Kendall, Jane C. – New Directions for Experiential Learning, 1983
The values of individuals and organizations influence the allocation of time and resources. Institutionalization of experiental learning programs requires students, faculty, and field experience supervisors to appreciate the values of the others and to understand how to resolve value conflicts. (MLW)
Descriptors: College Administration, College Faculty, College Students, Education Work Relationship
An Experiential MBA Program: Results of an Experiment.
Wolfe, Douglas E; Byrne, Eugene T. – New Directions for Experiential Learning, 1980
An experimental MBA at Southern Methodist University is described in which the primary learning experience for students involves live projects with business organizations in the local community. A summary of results from research conducted on this program is presented, showing the comparative effectiveness of this program with a traditional one.…
Descriptors: Business Administration Education, Comparative Analysis, Data Analysis, Experiential Learning