INSIDE DOUGLAS COLLEGE/APAIL 17, 1991

Part-time Program Review

 

functioning well. Despite all
efforts, problems persist for
part-time students enrolled in
Early Childhood Education,
Therapeutic Recreation and
Community Support Worker. If
the Child and Youth Care
Counsellor program is successful
in its proposal to move from a
one-year program to a two-year
program then its part-time
component may present increased
problems related to program
completion time, availability of
courses, and so on. If this occurs,
these problems will require future
review.

There is no single type of in-
structional delivery that will serve

 

programs equally well because of
distinctive characteristics of each
program. The programs vary in
duration from less than a year to a
full two years. While they all serve
students who are working and
studying concurrently, the clien-
teles vary considerably in their
ability to access college courses,
e.g. shift work is common in some
social service occupations and
some occupations do not readily
lend themselves to worker sub-
stitutions when an employee is
away at college.

The general recommendations
(in contrast to the program-
specific ones) can be summarized
as follows. Not every recommen-

 

 

 

dation applies to every program.

1. Increase the number and
sequencing of part-time course
offerings (consistent with the
FTE program profile).

2. Include course sequencing
considerations in budget
planning and publish the
sequence for students.

3. Establish a computerized
Student Information System to
track part-time students for
student advising, course
planning and long range
budgeting.

4. Assign time to faculty to advise
part-time students, schedule
forums, and liaise with Student
Services and the Registrar’s
Office.

5. Explore the feasibility of
specific academic advisors to
work directly with the
Department of Social Services
and Allied Health.

6. Develop challenge mechanisms
for both theory and practicum
courses.

7. Explore alternative delivery
models such as Weekend
College, short courses, and
independent learning modules.

8. Where possible, offer the option
of day courses to part-time
students, especially students
with disabilities.

9. Investigate ways of dealing
with financial strains placed on
students on practicum.

10. Investigate with the Registrar’s
Office how part-time students
can be notified sooner of their
acceptance into programs.

11. Ensure adequate assistance
with registration for students
with disabilities.

12. Maintain communication with
part-time students for at least
two years following their last

AWARD WINNERS

course.

13. Explore the possibilities of
extending the hours of
operation of some college
service such as the Bookstore
and Student Services. @

Greg Maynes, second year Psychiatric Nursing Student, receives the
Faculty Association Award from Margaret Meagher. Over $72,000 in
scholarships and bursuries were distributed to 220 students at the
Douglas College Foundation’s Spring Awards Ceremony held on
March 26th.