Education Commons^™

The Impact Of Teacher Methodology Training For Higher Education Faculty Members, Nicole R. Baker

Scholar Week 2016 - present

Many college programs are designed to graduate individuals who are experts in their field of study, but not necessarily individuals who are trained in how to teach. This quantitative, quasi-experiment study examined college faculty member’s level of training in the area of teaching practices and methodology. The relation to student satisfaction, current course performance, attendance, the belief in the need for training, and faculty member’s sense of efficacy in teaching was explored. The Statistical Package for the Social Sciences (SPSS) was used to organize the data using a one-way ANCOVA to analyze the impact the level of training had on …

Transfer Students Bleed Purple Too, Katherine E. Ford

Senior Honors Projects, 2010-2019

This research study investigated the transfer student process in the College of Education at James Madison University. A survey was conducted to analyze the transfer student process using both quantitate and qualitative information. Twenty-two transfer students responded, giving perspective on the academic, social/cultural, and psychological challenges faced during their transition to James Madison University.

Results of the data analysis showed that the greatest problem in the transfer process lies in the area of poor academic advising. Non-transferrable credits, unnecessary class enrollment, and prolonged graduation dates are three of the top academic issues transfer students face. Socially, transfer students feel isolated …

“Warming Up” In The Developmental Sequence? Upward Transfer Conditional On Dependency Status, Cody Davidson, Kristin B. Wilson

Kentucky Journal of Higher Education Policy and Practice

The purpose of this study was to determine predictor factors of upward transfer for Kentucky community college students enrolled in a developmental algebra course. For independent students, a mother with a college degree, a declared major, a federal work-study position, greater adjusted gross income, and a higher grade point average was positively correlated with upward transfer. For dependent students, a father with a college degree, a declared major, and a higher grade point average was positively correlated with upward transfer.