The Assessment of Cognitive Development and Writing Aptitude Within Learning Communities

The Assessment of Cognitive Development and Writing Aptitude Within Learning Communities

Date: August 2001
Creator: Barnard, Miriam K.
Description: Learning communities have emerged as an efficient and effective paradigm for improving undergraduate education, especially for entering freshmen. The academy has become increasingly interested in learning outcomes and student retention, especially as they are related to the assessment of various approaches to educating the whole student. Learning community pedagogy has developed through rigorous research. However, little is known about the impact of this pedagogy upon college students' cognitive development and writing aptitude. Cognitive development theory has been most significantly influenced by the work of William G. Perry, Jr. Though no theory exists which would address the stages of writing development in university students, many composition theorists suggest a correlation between cognitive development and writing aptitude. This study measured cognitive development and writing aptitude in learning community students and non-learning community students, matching them for SAT scores, high school grade point averages, gender, and ethnicity. The research questions of interest were: 1) How does participation in a learning community affect students' cognitive development; and 2) How does participation in a learning community affect students' writing aptitude? The participants were pre- and post-assessed for cognitive development, using the Measure of Intellectual Development (MID). Additionally, participants were preand post-assessed for writing aptitude, using ...
Contributing Partner: UNT Libraries
An Assessment of the Parent Orientation Program at the University of North Texas

An Assessment of the Parent Orientation Program at the University of North Texas

Date: December 2002
Creator: With, Elizabeth
Description: Although most institutions offer a parent program option to the orientation program, there has been little formalized research into the quality, planning or programming of parent orientation. There has been very little research into the impact parent orientation has on parents and whether or not they feel that such programs have met their needs, particularly by gender, minority status, educational background, or by geographic distance from the institution. This study seeks to determine the effectiveness of the parent orientation program at the University of North Texas to the parents who participate in this program. The study attempts to measure whether parents feel that they have adequate information about the institution to adequately support their student through the college transition; if parents feel welcomed by the UNT campus community; and if they feel that they have developed resources and institutional contacts that may be useful in the future in assisting their child to have a successful college experience at UNT. The study, conducted in the summer of 2002, had 736 respondents. An instrument developed to determine parent's perceptions of the effectiveness of the parent orientation program consisted of 31 questions using a Likert scale. A t-Test was utilized to analyze the ...
Contributing Partner: UNT Libraries
An Investigation Into the Factors Leading to the Closure of 40 Private Four-Year Colleges between 1965 and 2005

An Investigation Into the Factors Leading to the Closure of 40 Private Four-Year Colleges between 1965 and 2005

Date: December 2009
Creator: Province, Terry Paul
Description: This study searches for a set of common indicators that contributed to the ultimate closure of 40 colleges and universities between 1965 and 2005. From research on related literature, a set of 31 contributing factors was identified by published experts and observers in higher education. That set of indicators was then used as a list of 31 questions answered by data found in newspaper articles, professional journals, published research work, published institutional records, data taken from the Department of Education, data taken from IPEDS, data published in historical recounts of the colleges of interest, etc. The data was accumulated in the form of yes/no responses to the 31 questions. Although the study involved only 40 colleges and universities this population represents the majority of institutions that pass the restrictions of limitations and delimitations described in the full document. The complete data set was processed using SPSS which produced ANOVA tables and level of statistical significance for each indicator question. The results indicate that out of the 31 original indicator questions there were two groups of statistically significant indicators. The larger group of indicators having statistical significance at the .05 level encompassed the smaller group having statistical significance at the .001 ...
Contributing Partner: UNT Libraries
An investigation of the current status of fund raising activities and training within student affairs divisions in Texas colleges and universities.

An investigation of the current status of fund raising activities and training within student affairs divisions in Texas colleges and universities.

Date: May 2002
Creator: Hillman, Jan
Description: The primary focus of this study was to discover the depth of involvement with fundraising by student affairs professionals in Texas. It sought to determine the predominance of chief student affairs officers trained in development and the types of training that they received. Cooperation between student affairs divisions and development offices was also studied and whether there was a correlation between a cooperative relationship and the number of successful fundraising goals. This study includes a review of related literature on student affairs fundraising, a description of the methodology, results of the survey, conclusions, implications, and recommendations that may assist in future decision-making concerning future involvement in fundraising. The surveys were mailed to 149 four-year (public and private) institutions and two-year public institutions in Texas. The senior staff members of both the student affairs office and development office were asked to complete a survey. There was a 60.7% return rate consisting of responses from 72 development offices and 95 student affairs offices for a total of 167 usable responses. The study found that 59% of the student affairs officers had some formal training and/or on the job training. Involvement in fundraising was reported by 62.1% of the chief student affairs officers. ...
Contributing Partner: UNT Libraries
An analysis of the effects of high school student concurrent enrollment at Collin County Community College District.

An analysis of the effects of high school student concurrent enrollment at Collin County Community College District.

Access: Use of this item is restricted to the UNT Community.
Date: December 2003
Creator: Swanson, Kathrine Bridgett
Description: As efforts to provide seamless transitions from high school to college grow, so do the numbers of high school students who concurrently enroll in college courses across the country. The purpose of this study was to evaluate the effectiveness of various aspects of the concurrent enrollment program at Collin County Community College District in Texas. Six research questions were designed to address student success and continuing enrollment patterns after high school graduation, as well as evaluate differences in the various models of dual credit classes offered by the college. Literature related to concurrent enrollment and dual credit programs, senior year of high school, and part-time faculty effectiveness was reviewed. Student issues addressed include: grade performance of concurrent enrollment students compared to the general college population; the percentage of concurrent enrollment students who continue at the college after high school graduation; and a comparison of continuing concurrent enrollment students with a matched sample (based on high school class rank), on the student success factors of fall-to-spring retention rates, fall-to-fall retention rates, grade point averages, and completion rates. Findings were generally positive related to the impact of concurrent enrollment on students and their subsequent success at the college. Various models of offering ...
Contributing Partner: UNT Libraries
A Study of Department Chairs in Two-Year Colleges: A Comparison of the 1992 International Community College Chair Survey to Department Chairs in the North Texas Community College Consortium

A Study of Department Chairs in Two-Year Colleges: A Comparison of the 1992 International Community College Chair Survey to Department Chairs in the North Texas Community College Consortium

Date: August 2003
Creator: Gallagher, Judith
Description: A study was conducted to gather information from department chairs serving in the 26 two-year colleges that are members of the North Texas Community College Consortium using the International Community College Chair Survey (ICCCS). The ICCCS is designed to gather insights into four aspects of the chairs' professional lives: personal characteristics, responsibilities challenges, and strategies. The study compared the demographic data and the respondents' perceptions of the challenges their units will face in the next 5 years to the original survey conducted in 1992. The regional sample included 616 first-line administrators, and a 30.5% response rate was achieved. The demographic distribution of the regional respondents shows significant shifts in gender, age, education, experience and release time but constancy in race and stability of the population. Similarities between the two samples exist regarding the challenges of maintaining program quality, providing technology, and managing financial issues. The regional sample expresses greater concern about the challenges of distance education, external accountability, and student matters.
Contributing Partner: UNT Libraries
The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas Colleges

The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas Colleges

Access: Use of this item is restricted to the UNT Community.
Date: August 2010
Creator: Kraus, Charles
Description: This study examined the correlates between the dependent variables African-American and Hispanic student enrollment in Texas public higher education to the independent variables institution type, education region, faculty demographics, curricular offerings and student organizations. Data for African-American (n = 124,000) and Hispanic enrollment (n = 314,000) in all Texas public higher education institutions (n = 109) for the 2008 academic year were examined. Significant results, using a statistical significance of p = .005, were reported for two of the variables. A correlation of Pearson's r = .946 and statistical significance of p = .000 was observed between African-American student enrollment and the percentage representation of African-American faculty in the same institution. A correlation of Pearson's r = .982 and statistical significance of p = .000 was observed between Hispanic student enrollment and the percentage representation of Hispanic faculty in the same institution. The results of this study found significant relationships between the presence of African-American and Hispanic faculty and enrollment of African-American and Hispanic students. Recommendations are made for exploring these findings in further detail.
Contributing Partner: UNT Libraries
The Effect of Faculty Development on Active Learning in the College Classroom

The Effect of Faculty Development on Active Learning in the College Classroom

Access: Use of this item is restricted to the UNT Community.
Date: May 2001
Creator: Evans, Cindy
Description: This study examined the effect of active learning seminars and a mentoring program on the use of active learning teaching techniques by college faculty. A quasi-experimental study was conducted using convenience samples of faculty from two private Christian supported institutions. Data for the study were collected from surveys and faculty course evaluations. The study lasted one semester. Faculty volunteers from one institution served as the experimental group and faculty volunteers from the second institution were the comparison group. The experimental group attended approximately eight hours of active learning seminars and also participated in a one-semester mentoring program designed to assist faculty in application of active learning techniques. Several individuals conducted the active learning seminars. Dr. Charles Bonwell, a noted authority on active learning, conducted the first three-hour seminar. Seven faculty who had successfully used active learning in their classrooms were selected to conduct the remaining seminars. The faculty-mentoring program was supervised by the researcher and conducted by department chairs. Data were collected from three surveys and faculty course evaluations. The three surveys were the Faculty Active Learning Survey created by the researcher, the Teaching Goals Inventory created by Angelo and Cross, and the college edition of Learner-Centered Practices by Barbara ...
Contributing Partner: UNT Libraries
The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills.

The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills.

Date: May 2008
Creator: Givens, Toby D.
Description: The purpose of this study was to determine the impact of the comprehensive school reform model core knowledge on the reading achievement of eighth grade students located in a suburban north Texas school district. The data compared the mean scores on the Texas Assessment of Knowledge and Skills of students attending the experimental core knowledge school with the control school that did not use the core knowledge curriculum. Students from both schools were compared for student achievement gains overall as well as several other categories. The study also used a qualitative survey that asked key faculty members at both schools questions regarding levels of curriculum implementation, staff knowledge of curriculum, etc. The data showed no significant differences between student achievement scores at the experimental school compared with students at the control school. However, the study found that the type of standardized test seems to have an impact on whether students in a core knowledge curriculum show higher achievement than students in a traditional curriculum. Students in a core knowledge curriculum show higher achievement on norm-referenced standardized tests when compared with students not attending a core knowledge school. When taking a criterion-referenced test such as the Texas Assessment of Knowledge and ...
Contributing Partner: UNT Libraries
Comparative Analysis Of 105 Higher Education Doctoral Programs In The United States

Comparative Analysis Of 105 Higher Education Doctoral Programs In The United States

Date: December 2011
Creator: Valerin, Marcus P.
Description: The mission types of 105 current doctoral programs in higher education and the extent to which their missions have changed since a similar study was conducted by Dressel and Mayhew in 1974 was studied. The curricula offerings of these programs by degree type (e.g., Ed.D. & Ph.D.) were compared with Fife’s 1991 findings. Finally, the study examined the various modes of instruction (e.g., classroom, online, cohort, blended) these programs utilize. The population was the 131 U.S. higher education doctoral program coordinators or directors who were identified using the ASHE Higher Education Program Directory. A total of 46 hosted Ed.D. programs and 59 hosted Ph.D. programs for a combined total of 105 doctoral programs. An electronic survey, developed by utilizing an expert panel and the cognitive interviewing technique, was sent to each participant. A total of 46 hosted Ed.D. programs and 59 hosted Ph.D. programs for a combined total of 105 doctoral programs. A total of 77 institutions (59%) returned usable questionnaires, and six other universities (5%) indicated their doctoral higher education programs no longer existed. Twenty-three of the responding institutions identified with a research-focused mission; 25 institutions identified with a practitioner-based mission; and 28 institutions identified with both types of ...
Contributing Partner: UNT Libraries
FIRST PREV 1 2 3 4 5 NEXT LAST