Education Commons^™

The Long-Term Impact Of First-Year Seminars, Qin Zhang, Suhua Dong

Institutional Analysis Staff Publications

This study examined the net effects of participating in a residential first-year seminar (FYS) program by comparing the outcomes of participants with those of non-participants at the point of graduation, while controlling for background and pre-college variables. Outcome variables focused on student academic performance and self-reported gains as a result of their undergraduate education; they included: cumulative GPA; intellectual development; development of problem solving; development of social and civic engagement; institutional preparation for career path, graduate school, and interpersonal relationships and family living/personal development; and participation in faculty-mentored research. The study was based on a sample of 853 graduating seniors …

These Testing Obsessions Are Getting A Little Weird, Dave Powell

Education Faculty Publications

This morning, as she was getting ready for work, my wife noticed something unusual about our son, who is in third grade. He was quietly eating breakfast, like he always does, but something about him was different. He was wearing a plain white t-shirt.

He must have noticed that she was looking at him, because he looked up and said: "Do you think it's okay if I wear this shirt today?" His wardrobe normally consists of about five t-shirts that he cycles through, one after the other, and sometimes tries to wear twice in a row if we don't catch …

The Revolving Door Of Education: Teacher Turnover And Retention Amongst The Graduates Of A Liberal Arts Teacher Education Program, Gregory W. Dachille, Chloe Ruff

Education Faculty Publications

In the United States, elementary and secondary education teachers comprise 4% of the entire civilian workforce (Ingersoll, 2001). The composition of that 4% is changing because of teacher turnover. According to recent statistics, 46% of teachers leave the classroom within the first five years of teaching and 9.5% of teachers leave the classroom within their first year (Rinke, 2014; Riggs, 2013; Zheng & Zeller, 2016). This study is designed to examine the teaching experiences of graduates of one teacher education program and the potential differences between graduates who stay in teaching and those who leave. Throughout this study, the guiding …

Undergraduate Library Internships At Musselman Library, Gettysburg College, Clinton K. Baugess, Kathryn S. Martin, Qin Zhang, Katherine Mattson

All Musselman Library Staff Works

In 2015-2016, Musselman Library at Gettysburg College participated in Cohort 3 of the Association of College and Research Libraries’ Assessment in Action program. This report outlines an assessment completed of former undergraduate library interns in order to explore the impact their internship experience had on the development of career goals, acceptance to and preparation for graduate education, and their early career. Through an online survey (n= 45) and six semi-structured telephone interviews, respondents reported a positive impact on the above areas.