This study focuses on the education of adult students as being more complex than traditional students. Because jobs are more complex, and the growing emphasis on credentials, these factors create a demand for better access to a greater range of educational programs. These demands can be an opportunity for creative institutions to design individualized curricula, new roles for faculty, and new approaches to learning. The (COP) Project was designed to do some of the above in the past. A survey study focusing on participants in the (COP) Project in Springfield, Massachusetts, was conducted. Three questions were addressed: (1) Was (COP) able to attract persons who would not normally have pursued educational careers? (2) Did (COP) provide career ladders for the participants. (3) Did (COP) improve education and career advancement for the participants. A sample of 75 participants were selected from the Springfield (COP) Project based on their availability. A questionnaire was mailed to the participants and a return rate of 50% was achieved. Some highlights of the responses collected were: (1) The participants viewed the (COP) Project participants, instructors, and administrators as being very supportive, cooperative, flexible, and available when help was needed. (2) There was strong evidence of support among the participants. (3) The participants were appreciative of the opportunity offered by (COP). (4) The participants indicated that without COP, their goals would not have been achieved. Generally, there were only positive comments about the (COP) Project. The only negative comments were that the program ended when there were many more people in need. The data indicated a need for more men in the secondary school levels for, role models, and that over 75% of those entering education through the COP remained and pursued advanced degrees. The participants were more secure and comfortable, learning with other adults from similar backgrounds. It is suggested that the work environment is considered a potential learning environment, and that learning is not limited to academic institutions but a lifelong process.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8564 |
| Date | 01 January 1993 |
| Creators | Dearman, William Matthew |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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