College Credit Courses Research Articles

Learn & Shop: An innovation in college credit programming

In the spring 1979, Indiana University-Purdue University at Indianapolis launched the nation's first Learn & Shop College Credit Program in which college-credit courses are offered in training rooms of major department stores in Indianapolis suburban shopping centers. In the fall, 1980, 2, 040 students are enrolled in 86 courses.

The Problem of Withdrawal from College Credit Courses

The Problem of Withdrawal from College Credit Courses

The Effects of TA Training on Teacher Attitudes and Behavior

A group of teachers from one elementary school were offered a college credit course on transactional analysis. Another school was used as a control group and pre and post data were collected on specific teacher attitudes and behaviors. As compared with the control teachers, the experimental ones increased their “OKness” scores and decreased their “Not OKness” scores. The experimental teachers also significantly increased in self-awareness and satisfaction with teaching.

Teaching on TV: "The Law in Your Life"

Preparation of a college credit course as it was taught on television is described. The course concerned the legal aspects of consumerism and family life. The format of the course, content, and participants are discussed. Student evaluations and an award from the American Bar Association testify to the contribution of such a course to student learning and its professional merit. Suggestions are made for any future similar projects.

Subjective Estimation of Adult Learning: the Development of a Magnitude Estimation Scale

The psycho-physical technique of magnitude estimation was used to determine whether there is a social consensus concerning the magnitude of learning that occurs in adult learning activities. Previous research using magnitude estimation suggested that it is possible to develop ratio scales to quantify certain social norms, opinions and attitudes which frequently defy quantification by direct scaling procedures. Subjective estimates of learning in 26 adult learning activities were obtained from 191 community college credit course participants, 147 university adult education depart ment students and faculty members and 165 participants in a school district adult education program. The Subjective Estimation of Adult Learning Scale (SEALS) was found to be reliable by test re-test and cross modal matching techniques. Evidence of a consensus was found when geometric mean esti mates for each activity were compared between the three groups of respondents. Analysis of covariance revealed age and years of schooling to be significant sources of variance on several scale items. Sex and an interaction of sex and years of schooling com pleted, were found to have a significant effect on one scale item. Further research is needed to determine the validity of the study findings and to determine whether the SEALS has ratio properties. There is a need to replicate the study using different populations and alternate means of obtaining the subjective esti mates of respondents. Additional applications of magnitude esti mation techniques in adult education research are proposed.

A generalized system for university mathematics instruction

EXCHECK is a system for developing mathematically-based CAI courses. It is currently being used at Stanford University to teach a college-credit course in axiomatic set theory The design of this system had several goals. First, we wanted an instructional system that would provide a semantic base for our work on processing natural language and computer-generated audio. Axiomatic mathematics fits this description in that the underlying semantics is relatively well understood, but many of the interesting problems of natural language are also involved in the informal language of mathematics and the informal expression of mathematical proofs. Second, we recognized that traditional proof checkers were inadequate for teaching mathematics, or for that matter, introductory logic. People understand mathematical concepts and arguments at a level much higher than the traditional formal systems of mathematical logic. Finally, we designed the EXCHECK system to be an extensible system in which other curricula could be implemented with incrementally less work.

A generalized system for university mathematics instruction

EXCHECK is a system for developing mathematically-based CAI courses. It is currently being used at Stanford University to teach a college-credit course in axiomatic set theory The design of this system had several goals. First, we wanted an instructional system that would provide a semantic base for our work on processing natural language and computer-generated audio. Axiomatic mathematics fits this description in that the underlying semantics is relatively well understood, but many of the interesting problems of natural language are also involved in the informal language of mathematics and the informal expression of mathematical proofs. Second, we recognized that traditional proof checkers were inadequate for teaching mathematics, or for that matter, introductory logic. People understand mathematical concepts and arguments at a level much higher than the traditional formal systems of mathematical logic. Finally, we designed the EXCHECK system to be an extensible system in which other curricula could be implemented with incrementally less work.

Need for College Drug Education Courses

The need for graduate level drug education courses for educators is presented. A review of three different studies indicated that many educators have not taken college credit courses in drug education. Recommendations containing both process and content elements consistent with the recommendations of the National Commission on Marijuana and Drug Abuse for drug education are proposed.

Organizing a College Credit Course in Photography

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