This document, which was written for adult educators in Georgia, offers instructional plans and practical strategies for helping students in adult literacy, adult basic education (ABE), General Educational Development, and English-as-a-second-language (ESL) programs understand the credit traps that can hurt them. The document begins with a…

Ivy Tech State College (Indiana) is the statewide two-year college system in Indiana, with 23 campuses and a fall 2002 enrollment of 64,110 credit students and approximately 13,000 non-credit students. Ivy Tech has a long history of offering certification training and, in some cases, testing, in a variety of areas from health to business and…

This document describes the Fall 2002 credit and non-credit enrollments for Connecticut Community Colleges. It indicates that with 44,869 credit enrolled students in Fall 2002, there is a 5.2% increase in enrollment over Fall 2001. A record number of full-time equivalent (FTE) students enrolled in Connecticut Community Colleges during the Fall…

This document presents a plan for course and credit transfer between Oregon community colleges and Oregon University System (OUS) institutions. It outlines the current and proposed policies, practices, and procedures for providing effective course and credit transfer in the state. The document also provides a summary of intersector communication…

This report presents a proposal to expand parental choice in Michigan education by amending the Michigan Constitution and establishing a Universal Tuition Tax Credit (UTTC). Section 1 reviews why parental choice is the most important systemic education reform and evaluates various ways to expand it. Section 2 examines Michigan's constitutional…

This report summarizes the Investigating Transfer Project, which provides an authentic reflection of students' transfer experiences in British Columbia. The majority of interviewees in Phase 1 of the project, who had transferred from community college to university, reported that they commenced their studies at a community college with the…

This report describes efforts to create and test variables measuring students' high-school coursetaking in mathematics, foreign language, and science, using data from the National Education Longitudinal Study (NELS) NELS:88 transcript file (National Center for Education Statitstics (NCES) projects 1.2.4.13 and 1.2.4.39). The first project…

The feminist movement has encouraged women to question their traditional roles as volunteers and voluntary organizations have been reconsidering the ways they have used volunteers. Responses of higher education, such as the offering of volunteer administration curricula and credit for prior learning in women's studies, are discussed. (MLW)

Student aid--how many dollars should be provided and where the dollars will come from, what role the institution should play, and how the institution will be affected by federal cutbacks--is discussed. The Illinois Higher Education Loan Authority, a student loan program, is described. (MLW)

Describes a program bringing classes to older Americans in their own settings in subjects and at times of their choosing. The program expanded until it reached nearly 600 students in 25 classes. Success was due to skilled, compassionate teachers and ongoing teacher-training with emphasis on gerontology. (Author)

As personal portfolio assessment matures, practitioners continue to look for techniques that enhance both personal development and the process of seeking academic credit through assessment. Kolb's experiential learning theory and learning style inventory may have applications in this search. (Author)

Describes the mentoring component of a federally funded project, Women's Academic and Career Choices. The objective of the project was to open and broaden young college women's thinking about academic and career choices through a two-credit strategy course, intensive mentoring/advising activity, and role-modeling. (Author)

Discusses the benefits of experiential learning. Offers suggestions for setting up experiential programs on campus, including a system for awarding credit, community placements, faculty supervision, and a system of coordination. (RC)

Discusses Jewish adult education and suggests incorporating a university crediting system into existing synagogue adult education programs. Describes the open learning system and presents reasons for developing properly accredited adult education programs within synagogues as a viabe lifelong education alternative. (MF)

The award and transfer of credit for experiential learning moving forward through either the collegial cooperative model or the political adversarial model is discussed. It is suggested that if institutions fail to solve these problems collegially, they may find policy decisions beyond their control. (MLW)