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PUB DA,

NOTE

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HE 017 884

Ingle, Clyde R.

Post-Secondary Education for Part-Time and Returning

Students. Policy Paper.

Minnesota Higher Education Coordinating Board, St.

Paul.

25 Jun 81

102p.

Reports - Descriptive (141)

MF01/PC05 Plus Postage.

College Credits; *College Programs; College Role;

College Students; Community Colleges; *Educational

Supply; Eligibility; *Financial Support; Governance;

*Part Time Students; Position Papers; *Postsecondary

Education; Public Policy; *Reentry Students; State

Boards of Education; State Universities; Student

Financial Aid; Vocational Education

*Minnesota

ABSTRACT

Minnesota's goals and policies for serving part-time

and returning college students were studied. Attention was directed

to the following: programs that should be available to part-time and

returning students; forms of credit or recognition that should be

given to these students; the way that responsibility should be shared

and monitored within the postsecondary education sector; the way the

Higher Education Coordinating Board's financial aid programs should

respond to changing enrollment patterns; and the way that instruction

for part-time and returning students should be funded. For public and

private institutions, consideration is given to curriculum changes,

changes in delivery methods, and degrees awarded by alternative

delivery methods. Instructional programs and support services at area

vocational-technical institutes are also addressed. Information is

provided on: eligibility of full- and part-time students for major

federal and state student aid programs; aid awarded to dependent and

self-supporting students in 1980/81; sources of funds spent on adult

vocational education in fiscal year 1979; community college sources

of income for credit instruction and for noncredit instruction and

community services in FY 1979; and sources of funds for state

universities, FY 1979. (SW)

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MINNESOTA HIGHER EDUCATION

COORDINATING BOARD

Of

MEMBERS

KATHRYN JARVINEN, Winona, First Congressional District

EUNICE JOHNSON. Butterfield, Second Congressional District

JAMES W. KRAUSE, Minneapolis. Third Congressional District

MAXINE GAINES. St. Paul. Fourth Congressional District

GERALDINE CARTER, Minneapolis, Fifth Congressional District

JACK LYNCH. Willmar, Sixth Congressional District

HARDING C. NOELITT, Moorhead, Seventh Congressional District

EMIL A. ERICKSON, Virginia, Eighth Congressional District

VLADIMIR SHIPKA, Grand Rapids. At -Large

DONALD C. HAMERLINCK, St. Cloud. At-Large

VERNA WOOD, Bemidji. At-Large

OF

POST-SECONDARY EDUCATION

FOR PART-TINE AND RETURNING STUDENTS

a

Minnesota Higher Education

Coordinating Board

June 25, 1981

411

Clyde R. Ingle

Executive Director

COORDINATING BOARD ACTION

SUBJECT:

RECOMMENDATIONS RESULTING FROM STUDY CF POST-SECONDARY

EDUCATION FOR FART-TIME AND RETURNING STUDENTS

DArE:

JUNE 25, 1981

ACTION:

The Coordinating Board recommended that:

1.

As a matter of policy, public collegiate institutions should make

it possible for students to enter and complete selected degree

programs by taking evening and weekend classes.

a.

the Community College Board offer at least one evening or

weekend associate degree program at each community college.

b.

the State University Board maintain at least one evening

or weekend bachelor's degree program at each state university.

c.

I.

2.

.

4.

the University of Minnesota Board of Regents offer at least

one evening or weekend bachelor's degree at the Twin Cities,

Morris and Duluth campuses and at least one evening or weekend associate degree at Waseca and Crookston.

The State Department of Education include numerical goals for

increasing the availability of part-time post-secondary vocational

programs in the State Plan for Vocational Technical Education.

As a matter of policy, academic and student support services,

including the library, registration and academic advising, be

accessible to all part-time and returning students enrolled fur

credit or post-secondary vocational education by:

-

offering cn-campus services during selected evenings and

weekends

-

informing off-campus students of available on-campus services

as well as bringing services off-campus wherever possible.

In collegiate institutions, non-credit instruction conform to

the overall mission of the college, be primarily post-secondary

in nature and emphasize areas in which collegiate education has

unique resources and expertise.

Higher Education Coordinating Board staff conduct a study to

examine the meaning of the academic credit in public and private

collegiate institutions, ways in which accountability can be

reimforced, and implications for interinstitutional cooperation.

.

Each institution eliminate restrictions on the uoe of credits

toward degree requirement;; when the credits have been earned in

tht-ir own programs and s..hrm the rest,,ictions are based solely on

th,3 time and place oF

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