Author: Primary Research Group Inc.
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This 92-page report presents data from a survey of nearly 1,200 American college students from BA, MA, Doctoral and Research-level colleges and universities in the USA. It gives detailed data no the percentage of students who have used the tutoring service, and the percentage that have taken an online tutoring session, as well as the overall number of in-person and online sessions that they have taken during the pandemic. The study also gives highly detailed data on student assessment of the value of the tutoring service overall, and the value of online sessions. Data in the report is broken out by more than 20 institutional and personal variables including gender, age, academic major, religion, race/ethnicity, sexual orientation, income level, domicile, and many other personal variables, as well as institutional variables such as school size, tuition, Carnegie class and others.
Author: James Moses
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This 86-page report presents hundreds of tables of data and commentary about how a representative sample of 1050+ full time students at 4-year American colleges view their vulnerability to COVID. The study presents highly detailed data on the percentage of students living with an unvaccinated individual, with the level of fear or concern of the student that they will get COVID themselves or pass it on to others. It also presents detailed info on the percentage of students who feel that they have a health condition that may make them more vulnerable than the average student to COVID. The study also gives highly detailed info on the percentage of students who have been diagnosed with COVID, and on how long and to what extent students feel that COVID will be impacting their life. Data in the report is broken out by more than 20 personal and institutional variables so , for example, readers can get specific data on COVID infection rates for first years students vs. juniors or seniors, or for students in level 1 research universities vs. doctoral institutions, or for male vs. female or vs. transgender students, or for business/economics majors vs fine arts majors, etc, etc. Breakouts include age, year of school standing, major or intended major, religion, gender, sexual orientation, income level, SAT/ACT scores, college grades, regional origins, race/ethnicity, level of school tuition, and many other variables. This is a critical resource for policy makers in government and in universities and colleges as well as a unique data source for social scientists and other studying higher education and public health.
Author:
Publisher:
ISBN: 9788885170360
Category :
Languages : en
Pages :
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Book Description
Author: Primary Research Group Inc.
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This study presents data from a representative survey of 1,765 full time American college students from 4-year colleges in the United States about their use of information literacy tutorials, and other means of learning to use the academic library. The report gives detailed data on who uses information literacy tutorials provided by the academic library or those from other sources, and how many they use. Also, the study presents student library patron satisfaction data with library-furnished tutorials, as well as open ended information on which tutorials students appreciate the most and what they feel they need but cannot find. Just a few of this 123-page report's many findings are that: ?34.62% of students raised outside of the USA had used a library-furnished information literacy tutorial.?Use was far higher among those in certificate or non-degree programs than those in four year degree programs.?The tendency to ask a librarian for direct help rather than watch or listen to a tutorial peaked among students aged 22. Data is broken out by more than 20 institutional and personal variables including but not limited to: income of family of origin, race/ethnicity, religion, gender, regional origins, current employment status, sexual orientation, major field of study, age, year of school standing, type of college, size of college, tuition level of college, and many other variables.
Author: George D. Kuh
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 50
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Book Description
This publication¿the latest report from AAC&U¿s Liberal Education and America¿s Promise (LEAP) initiative¿defines a set of educational practices that research has demonstrated have a significant impact on student success. Author George Kuh presents data from the National Survey of Student Engagement about these practices and explains why they benefit all students, but also seem to benefit underserved students even more than their more advantaged peers. The report also presents data that show definitively that underserved students are the least likely students, on average, to have access to these practices.
Author:
Publisher:
ISBN: 9788885170650
Category : Information literacy
Languages : en
Pages : 0
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Book Description
Author:
Publisher:
ISBN: 9789798885174
Category : Distance education students
Languages : en
Pages : 0
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Book Description
Author:
Publisher:
ISBN: 9781574408720
Category : Academic libraries
Languages : en
Pages :
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Book Description
Author: Primary Research Group Staff
Publisher: Primary Research Group
ISBN: 9781574404241
Category : Developmental studies programs
Languages : en
Pages : 0
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Book Description
The 112-page report brings data and commentary from 44 American colleges and universities about their tutoring programs. Among the topics covered: tutoring by students, faculty, adjuncts and professional tutors; use of various types of tutoring, embedded tutors, online tutoring, group tutoring, by appointment and walk-in tutoring, for example. Program budget, tutor salaries, technology use, integration into the library and into retention efforts, and training programs for student tutors. The study also presents highly detailed data on the overall growth rate of tutoring on college campuses, and the extent of use of different kinds of tutors, and tutoring approaches. Data in the report is broken out for public and private colleges, by enrollment size, tuition level, Carnegie class and by type of tutoring program (i.e. for the overall college, for a specific subject matter or for a specific student population type) Just a few of the report's many findings are that: *70.45% of survey participants offered a walk in tutoring service for which an appointment was not necessary.*Private colleges were much more likely than public ones to offer online tutoring.*For community colleges, student tutors accounted for only 52.77% of total tutoring staff hours.*The more a college charges for tuition, the greater the likelihood that it offers a training or certificate program for student tutors. 54.55% of colleges charging less than $4,500 in annual tuition offer training or certificate programs for student tutors while 81.82% of colleges charging more than $27,000 annually offer such program.
Author: Primary Research Group Inc.
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
This study presents specific data from 1,076 American college students from 4-year colleges about their pandemic experience with distance learning, flipped learning, blended learning, as well as independent study with an instructor, independent study through self-paced web or video programs. The report has detailed data for their use of each of these approaches. In addition, students relate the extent to which they want distance learning and related approaches to be a part of their post-pandemic education experience. In response to an open ended question, they discuss what they most liked and disliked about their distance learning experience during the pandemic.Just a few of this 141-page report's many findings are that:?Students studying history as a major were the least likely to have taken a distance learning class in the pandemic period.?Students with a full time job were also much less likely than other students to have taken a blended learning class; fewer than 40% had done so.?26.19% of students from families of origin earning more than $250,000 per year had taken an independent study course overseen by an instructor during the pandemic.Data is broken out by more than 20 institutional and personal variables including but not limited to: income of family of origin, race/ethnicity, religion, gender, regional origins, current employment status, sexual orientation, major field of study, age, year of school standing, type of college, size of college, tuition level of college, and many other variables.
