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Tytuł:
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Blending Credit & Non-Credit Courses: Best Practices, Opportunities, Barriers
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Autorzy:
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Samuels, Keisha
Estes, M. Todd
Eckman, Heather
Gillerlain, Kelly
Jenkins, Shanda
Miller-Edwards, Wendy
Reinauer, Olivia
Walker, Nicole
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Deskryptory:
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Credits
Noncredit Courses
Best Practices
Community Colleges
Vocational Education
Barriers
Educational Finance
State Aid
Articulation (Education)
Program Validation
Credentials
Outcomes of Education
Educational Innovation
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Język:
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English
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Źródło:
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Inquiry. Jul 2019 22(1).
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Dostępność:
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Virginia Community College System. e-mail: ; Web site: https://commons.vccs.edu/inquiry/
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Recenzowane naukowo:
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Y
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Page Count:
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14
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Data publikacji:
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2019
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Typ dokumentu:
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Journal Articles
Reports - Descriptive
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Education Level:
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Higher Education
Postsecondary Education
Two Year Colleges
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Abstractor:
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As Provided
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Data wpisu:
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2019
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Numer akcesji:
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EJ1224775
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Community colleges offer an array of programs designed to help students meet different goals. Noncredit education provides training for students seeking targeted, often shorter, courses for personal and professional enrichment (Cohen, Brawer, & Kisker, 2014). Many community colleges are now increasingly emphasizing noncredit workforce education as they support regional workforce development efforts and strive to meet the needs of their local industry partners (Van Noy, Jacobs, Korey, Bailey, & Hughes, 2008). Despite the millions of students enrolled in these courses and their potential to generate revenue for the institutions delivering programs, Voorhees and Milam (2005) refer to noncredit community college education as the "hidden college" and existing research on noncredit offerings is limited. Blending community college credit and noncredit programs with thoughtful and intentional strategies will benefit the students and the institutions. Van Noy, Jacobs, Korey, Bailey, and Hughes (2008) made five recommendations for strengthening noncredit education based on their research. They included the need to expand state funding with clear goals, to increase coordination of credit and noncredit offerings, to promote articulation of noncredit courses into credit programs, to establish non-degree forms of validation for noncredit programs, and to capture more information regarding employment outcomes resulting from noncredit training. These recommendations provide the framework for an analysis of current VCCS programming.