A Study of the Performance, Progress, and Degree Achievement of Iowa Community College Transfer Students at Iowa's State Universities PDF Download
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Author: William G. Giddings
Publisher:
ISBN:
Category :
Languages : en
Pages : 314
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Author: William G. Giddings
Publisher:
ISBN:
Category :
Languages : en
Pages : 314
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 640
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Author: James L. Ratcliff
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 124
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This volume of New Directions for Higher Education is about linking assessments of students' learning with the patterns of their coursework. The contributors illustrate how and why assessment and curriculcum reform need to be combined, and they describe an innovative way in which to use student transcripts and college catalogues to analyze the curriculum in orcer to associate the coursework of students with the learning that they gain. The contributors also show how such assessment data can be used to examine questions about the curriculum, faculty development, and student advising. This is the 80th issue of the quarterly journal New Directions for Higher Education. For more information on the series, please see the Journals and Periodicals page.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 780
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Author: Lisa Michelle Breja
Publisher:
ISBN:
Category :
Languages : en
Pages : 196
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The purpose of this study was to assess the academic performance of Iowa Valley Community College District transfer students at the Iowa Regent institutions. The study analyzed the Regent first-term and cumulative GPA of IVCCD students who transferred to Iowa State University, University of Northern Iowa, and the University of Iowa between 2000 and 2004. Four research questions guided the study: (1) What are the academic characteristics of IVCCD students who transferred to Regent institutions? (2) How did students perform at Regent institutions upon transfer? (3) Did transfer students experience a recovery in GPA at the time of baccalaureate degree attainment? (4) Are there significant differences in Regent first-term GPA based upon Regent institution, community college, sex, community college credits earned, degree vs. non-degree recipient, academic year of transfer, or academic discipline? Student-level data for 755 transfer students was obtained from Transfer Student Academic Performance reports provided by Offices of Admissions at ISU, UNI, and UI. Data analysis was accomplished through the use of demographic characteristics, means, standard deviations, and analysis of variance (ANOVA). Findings of the study indicated that students experienced transfer shock at the senior institution and obtained a Regent first-term GPA that was seven-tenths of a grade point less than their community college cumulative GPA. Students who persisted to graduation from the Regent institutions recovered 0.28 of a grade point from their Regent first-term GPA and achieved an overall GPA that was 0.24 lower than their community college cumulative GPA. ANOVA results revealed that students who transfer from MCC, who are female, and who complete degrees prior to transferring achieve a significantly higher Regent first-term GPA. In addition, students who enrolled in Education and Humanities achieved a higher Regent first-term GPA than those in other disciplines. Recommendations for further study included expanding the study to include all Iowa community colleges, increasing the number and nature of the independent variables, integrating the Regent information into the IVCCD student record-keeping system, and expanding the study to include private, four-year institutions.
Author:
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ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 724
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Author: James L. Ratcliff
Publisher:
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Category : Educational tests and measurements
Languages : en
Pages : 234
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Author: Bob R. Emley
Publisher:
ISBN:
Category :
Languages : en
Pages : 238
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This study analyzed the academic performance of successful community college transfer students by academic discipline courses. Grade distributions were compared between Des Moines Area Community College (DMACC) and Iowa State University (ISU) by matched disciplines. A T-test for equality of means and Chi-square analysis was used to determine significant differences in the grade distributions. The participants included 837 transfer students that graduated with a bachelor's degree from ISU between 1998 and 2002. Descriptive analysis of student demographics identified overall patterns and unique features of successful transfer students. Analysis of grade distributions of specific disciplines and community college general education courses identified significant differences. The results of the study indicated a majority of transfer students were female, white, traditional age, with lower than State of Iowa average ACT scores. Almost half (48.2%) of the students transferred 60-65 credits and 66% complete the bachelor's degree in 5 years. Overall GPA was significantly different between DMACC (2.96) and ISU (2.84). Significant differences were found in 20 of 31 matched discipline groups. DMACC general education grade distributions and ISU grade distributions were also significantly different. The results suggest that further research is necessary to analyze specific student characteristics and the related transfer success. Student support services and academic performance of community college courses will need further research. The significant differences in grade distributions suggest that faculty and administration of both institutions need to review course competencies, grading criterion and assessment techniques. Further research is warranted to better understanding specific community college academic performance and related university major fields of study. Community college courses specifically designed for transfer students may need to be developed in the general education curriculum to better prepare transfer students for university course expectations. In addition, a comprehensive assessment program of general education skills and abilities may need to be implemented to more fully understand the academic expectations of transfer students.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1280
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Author: Daniel Joseph Phelan
Publisher:
ISBN:
Category :
Languages : en
Pages : 796
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