Open Access. Powered by Scholars. Published by Universities.®
Educational Assessment, Evaluation, and Research
Western Washington University--Freshmen--Longitudinal studies; Western Washington University--Students--Longitudinal studies
Articles 1 - 4 of 4
Full-Text Articles in Entire DC Network
First-Time, In-Coming Transfers And Freshmen: A Comparison Of Survey Findings, Richard Bulcroft, Joseph E. Trimble, Gary (Gary Russell) Mckinney
First-Time, In-Coming Transfers And Freshmen: A Comparison Of Survey Findings, Richard Bulcroft, Joseph E. Trimble, Gary (Gary Russell) Mckinney
Office of Institutional Effectiveness
This report presents Western Educational Longitudinal Study (WELS) findings from three surveys: 1) the baseline survey of first-time, in-coming transfers administered in the summer and early fall of 2005; 2) the baseline survey of first-time, in-coming freshmen administered in the summer and early fall of 2003; and 3) the follow-up survey of fall, 2003, freshmen, including those who did and who did not take the WELS baseline survey in the spring of 2005.
Western Educational Longitudinal Study (Wels): Fall, 2005, Baseline Survey Of In-Coming Freshmen, Richard Bulcroft, Linda D. (Linda Darlene) Clark, Sara Jones, Gary (Gary Russell) Mckinney
Western Educational Longitudinal Study (Wels): Fall, 2005, Baseline Survey Of In-Coming Freshmen, Richard Bulcroft, Linda D. (Linda Darlene) Clark, Sara Jones, Gary (Gary Russell) Mckinney
Office of Institutional Effectiveness
The Western Educational Longitudinal Study (WELS) was conceived as a process to obtain data more relevant to Western and its mission than survey data had been able to obtain previously. Rather than continuing to rely on outside survey forms, researchers developed a Western-specific survey form. Development of this survey took about three years, with researchers soliciting input from dozens of individuals, departments and offices. Along the way, WELS researchers also noted where data was already being collected so that doubling up on survey questions was minimized. The final survey form was considered by all participants to be as thorough and …
Western Educational Longitudinal Study (Wels): Fall, 2005, Baseline Survey Of In-Coming Freshmen, Gary (Gary Russell) Mckinney, Richard Bulcroft, Sara Jones
Western Educational Longitudinal Study (Wels): Fall, 2005, Baseline Survey Of In-Coming Freshmen, Gary (Gary Russell) Mckinney, Richard Bulcroft, Sara Jones
Office of Institutional Effectiveness
INTRODUCTION The Western Educational Longitudinal Study (WELS) was conceived as a process to obtain data more relevant to Western and its mission than survey data had been able to obtain previously. Rather than continuing to rely on outside survey forms, researchers developed a Western-specific survey form. Development of this survey took about three years, with researchers soliciting input from dozens of individuals, departments and offices. Along the way, WELS researchers also noted where data was already being collected so that doubling up on survey questions was minimized. The final survey form was considered by all participants to be as thorough …
Western Educational Longitudinal Study (Wels): Spring 2005, Follow-Up Of Freshmen Entering Fall, 2003, Gary (Gary Russell) Mckinney, Richard Bulcroft, Sara Jones
Western Educational Longitudinal Study (Wels): Spring 2005, Follow-Up Of Freshmen Entering Fall, 2003, Gary (Gary Russell) Mckinney, Richard Bulcroft, Sara Jones
Office of Institutional Effectiveness
Technical report for the WELS survey of sophomores in the spring, 2005. Many of these respondents had previously taken the WELS baseline survey in the fall, 2003. Topics include: registering, advising, majors, GURs, work, difficulties, and the use of academic and library technologies.