Education Commons^™

The Freshmen Interest Group (Figs) Program Report: Fall, 2006, Gary (Gary Russell) Mckinney, Chris Stark, Patricia M. Fabiano

Office of Institutional Effectiveness

INTRODUCTION In the fall, 2006, the Freshman Interest Group (FIGs) Program entered its eighth interation. To use assessment terminology, the program has passed through its beginning and emergent stages and has entered maturity. Its mission has been crafted, student learning outcomes (SLO's) have been identified, and its identity has solidified. (Please see Appendix One to read the FIGs mission statement, course criteria, student learning outcomes, and other FIGs-related documents.) Yet while maturity has wrought a degree of self-confidence, it has not brought complacency.The program remains one of the most assessed academic programs on campus. Yearly, FIGs administrators and instructors pore …

Western Educational Longitudinal Study (Wels): Survey Of In-Coming Transfers In Transition, Late Fall Quarter, 2005, Gary (Gary Russell) Mckinney, Sara Jones, Richard Bulcroft, Linda D. (Linda Darlene) Clark

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) Freshmen In Transition: Students Who Entered As Freshmen In Fall Quarter, 2005, Survyed At The End Of Fall Quarter, 2005, Richard Bulcroft, Linda D. (Linda Darlene) Clark, Sara Jones, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

This report presents findings from the end-of-fall-quarter, 2005, "transitions" survey for freshmen.

Western Educational Longitudinal Study (Wels) Transfer In Transition: Students Who Entered As Transfers In The Fall Quarter, 2005, Surveyed At The End Of Fall Quarter, 2005, Richard Bulcroft, Linda D. (Linda Darlene) Clark, Sara Jones, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

This report presents findings from the end-of-fall-quarter, 2005, "transitions" survey for transfers.

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.

Aboriginal Students And The Western Australian Literacy And Numeracy Assessment, Sean Gorman

Research outputs pre 2011

Since the introduction of standardised testing in Western Australia with the Western Australian Literacy and Numeracy Assessment (WALNA) it has become quite evident that Indigenous students' performance is well below that of non-Indigenous students.

As WALNA is now very much a part of the pedagogical landscape steps must be taken to ensure that those students who are not reaching the benchmark scores or the MSE requirements do progress...

Perceptions Of The Value Of Problem-Based Learning Among Students With Special Needs And Their Teachers, Brian Robert Belland, P. A. Ertmer, K. D. Simons

Instructional Technology and Learning Sciences Faculty Publications

While problem-based learning (PBL) has been found to be effective with gifted and average students (Hmelo-Silver, 2004), little is known about its impact on students with special needs. This study examines the perceptions of middle-school students with mild, moderate, and severe disabilities and of their teachers regarding the value of participating in a PBL unit. The unit focused on the physical accessibility of a low-SES, rural community where the students’ school was located.We used the constant comparative method (Glaser & Strauss, 1967) to analyze interview data, and used observation data and artifacts to triangulate interview comments. Among the noteworthy findings …