Continuing Education of Engineers (1985) / Chapter Skim
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4. The Role of The University
4. The Role of The University
Pages 49-55
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From page 49... ...
Nevertheless, this section describes the characteristics of university-sponsored continuing education for engineers and presents several recommendations on its future role. Types of Programs Academic institutions offer several generic types of continuing education programs: · Evening classes meet on campus after dinner one or two evenings per week for 10 to 15 weeks.
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From page 50... ...
Because the courses last for only a few days, students may come from a considerable distance and devote themselves full time to the course. · Television classes are held in a studio, usually on campus, for transmission live to a remote location.
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From page 51... ...
Whether planned for or not, an institution's continuing education programs influence its courses, research, and relations with industry. Even though the net flow of subject material may be from the credit courses to the continuing education courses, the latter contribute to the credit courses.
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From page 52... ...
But technologically sophisticated delivery systems have by no means replaced the live instructor, chalkboard, and overhead projector. At both private and public educational institutions, continuing education courses are self-supporting, with students paying the incremental cost.
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From page 53... ...
Providing continuing education courses is a service to the community; in these times, when all universities are developing additional sources of financial support, enhanced community relations are an incentive to offer such programs. But, on balance, institutions have more disincentives than incentives to provide continuing education programs.
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From page 54... ...
And the use of interactive video disks is an example of new technology that produces a high-quality program, independent of its physical location. The interdisciplinary nature of the content and the rapidly changing state of the art make the team approach a practical way to develop new continuing education courses.
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From page 55... ...
3. Because of the need to exploit new educational technologies to accommodate the great diversity among students' to extend the boundaries of available classes' to respond rapidly to changing technology and to control the costs of continuing education/ industry should assume the responsibility fathom the universities for the continuing .
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