Literaturnachweis - Detailanzeige
| Autor/in | Roth, Audrey J. |
|---|---|
| Titel | Adapting Two-Year College English to the New Literacies and New Technologies: The Large Urban Community College Meets the Challenges of New Literacies and New Technologies. |
| Quelle | (1995), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; College English; Community Colleges; Cultural Differences; Educational Trends; Financial Support; State Regulation; Student Problems; Teaching Conditions; Technological Advancement; Two Year Colleges; Urban Education; Writing Ability |
| Abstract | Miami-Dade Community College began in 1960 and now has 5 campuses and about 20 outreach centers. For the 1993-94 school year (the latest on which there are complete figures), 76,787 students were enrolled at Miami-Dade; another 43,391 took non-credit courses. Over the past 25 years, as the community has changed, obviously the college has reflected that change in the student body; Spanish is now designated as the native language of more than 40% of the students. Despite intense efforts, one English professor sees no improvement in the writing ability of students coming to the college. Further, there are so many students enrolling in the college that the expense of keeping up with hardware and space requirements is almost impossible on a scale that would keep large number of students up-to-date with developments in electronic media that could enhance English and composition courses. Finally, the state has imposed a major pressure on curriculum at all institutions that receive state funding. All AA degree-seeking students must pass the College Level Academic Skills Test--an assessment test for college juniors in order to get the degree and students at four-year colleges must pass it in order to attain junior standing. Thirty years ago there was money for two-year schools, especially the large ones, to support innovation, to encourage teacher experimentation, to send teachers to conventions, and to try programs and activities that might engage and teach students. Today, these academic concerns are not always the concerns of administrations; decisions seem increasingly to be money driven rather than pedagogically driven. (TB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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