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| Hauptverfasser: | , |
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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
1986
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| Schlagworte: | |
| Online-Zugang: | https://eric.ed.gov/?id=ED273206 |
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| _version_ | 1867181792250822656 |
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| author | Stark, Joan S. Lowther, Malcolm A. |
| author_facet | Stark, Joan S. Lowther, Malcolm A. Stark, Joan S. Lowther, Malcolm A. |
| collection | Education Resources Information Center |
| contents | The University of Michigan Professional Preparation Study Project Survey. Executive Summary. Stark, Joan S. Lowther, Malcolm A. Accrediting Agencies College Faculty College Programs Graduate Study Higher Education Outcomes of Education Professional Education School Community Relationship Teacher Attitudes Teacher Role Undergraduate Study Faculty in 10 professional programs at the undergraduate and master's levels were surveyed in 1985 to determine their views concerning influences and outcomes for the programs. The survey, which was undertaken as part of the University of Michigan's Professional Preparation Project, received responses from 2,230 faculty from 732 programs in 346 different colleges. The framework of the survey included several types of influences on professional preparation that may affect educational programs: external influences (from society or the professional community), those from within the university but from outside the professional program, and internal influences. Findings include: faculty in nursing, education, social work, library science, and journalism perceived much less support from society than did faculty in architecture, business, engineering, law, and pharmacy; faculty in different professional fields also reported differences in influence exercised by their professional community, primarily through the accrediting agency. Information was also obtained on the roles preferred by faculty (e.g., administrative, teaching, scholarship). Faculty also responded to statements about the outcomes a professional program graduate should achieve. Eleven potential outcomes were identified and classified as professional competencies and professional attitudes. (SW) |
| format | Recurso educativo Open Access |
| id | eric_ED273206 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1986 |
| record_format | eric |
| spellingShingle | The University of Michigan Professional Preparation Study Project Survey. Executive Summary. Stark, Joan S. Lowther, Malcolm A. Accrediting Agencies College Faculty College Programs Graduate Study Higher Education Outcomes of Education Professional Education School Community Relationship Teacher Attitudes Teacher Role Undergraduate Study The University of Michigan Professional Preparation Study Project Survey. Executive Summary. Stark, Joan S. Lowther, Malcolm A. Accrediting Agencies College Faculty College Programs Graduate Study Higher Education Outcomes of Education Professional Education School Community Relationship Teacher Attitudes Teacher Role Undergraduate Study Faculty in 10 professional programs at the undergraduate and master's levels were surveyed in 1985 to determine their views concerning influences and outcomes for the programs. The survey, which was undertaken as part of the University of Michigan's Professional Preparation Project, received responses from 2,230 faculty from 732 programs in 346 different colleges. The framework of the survey included several types of influences on professional preparation that may affect educational programs: external influences (from society or the professional community), those from within the university but from outside the professional program, and internal influences. Findings include: faculty in nursing, education, social work, library science, and journalism perceived much less support from society than did faculty in architecture, business, engineering, law, and pharmacy; faculty in different professional fields also reported differences in influence exercised by their professional community, primarily through the accrediting agency. Information was also obtained on the roles preferred by faculty (e.g., administrative, teaching, scholarship). Faculty also responded to statements about the outcomes a professional program graduate should achieve. Eleven potential outcomes were identified and classified as professional competencies and professional attitudes. (SW) |
| title | The University of Michigan Professional Preparation Study Project Survey. Executive Summary. |
| topic | Accrediting Agencies College Faculty College Programs Graduate Study Higher Education Outcomes of Education Professional Education School Community Relationship Teacher Attitudes Teacher Role Undergraduate Study |
| url | https://eric.ed.gov/?id=ED273206 |