Education Commons^™

2011 Exit Survey Of Graduate Students Completing Degrees Fall 2010, Winter 2011, Spring 2011, And Summer 2011: Descriptive Statistics, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Kieran Seaman, Michael Barr

Office of Institutional Effectiveness

Executive Summary: The 2011 Exit Survey of Graduate Students Completing Degrees continues the Office of Survey Research’s (OSR) survey of Graduate students first initiated in 2009. The current survey was administered at the end of each quarter to students completing their graduate degree. This report summarizes responses from students who graduated in Fall 2010, Winter 2011, Spring 2011, and Summer 2011. Of the 322 recipients of this degree during this time, OSR received valid responses from 239 (a response rate of 74.2%). With the help of the Assistant Dean of the Graduate School, this survey was designed to elicit information …

Spring 2011 Follow-Up Survey Of Freshmen Who Entered Western In Fall Of 2009, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Kieran Seaman

Office of Institutional Effectiveness

The Spring 2011 Follow-Up Survey of Freshmen Who Entered Western in 2009 (2nd Year Survey) is part of a longitudinal effort to survey students with a goal to improve educational programs and provide self-assessment data. Together with the Vice Provost for Undergraduate Education, OSR designed this survey in an attempt to shed light on the efficacy and satisfaction with first year and GUR programs. In addition, a number of campus offices submitted questions to help assess their programs. Among these are the Math Center, the Honors Program, Western Libraries, University Residences, Environmental Health and Safety, and the Renewable Energy Degree …

Exit Survey Of Undergraduate Students Completing Degrees In The Spring 2011: Descriptive Statistics, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Kieran Seaman

Office of Institutional Effectiveness

The Exit Survey of Undergraduate Students Completing Degrees in the Spring of 2011 (Exit Survey) is the third annual survey of graduating students conducted at Western Washington University. This survey is designed to better illuminate departmental-, college-, and university-level information on student satisfaction, barriers to success, experiences in upper division courses, and post-graduation plans. This survey also includes questions submitted to the Office of Survey Research (OSR) by the Honors Program, the Math Center, the Division of Enrollment and Student Services, Environmental Health and Safety, University Residences, the proposed renewable energy degree program, and the departments of Mathematics and Modern …

Western Educational Longitudinal Study (Wels) Baseline Survey Of Transfers Entering Western In The Fall, 2010 - Addendum, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Grant Fosheim

Office of Institutional Effectiveness

The baseline survey of transfers is an annual survey of all transfer students entering Western in the Fall. This survey is fully explained and documented in “WELS Baseline Survey of Transfers Entering Western in the Fall, 2010” which may be found on the Office of Survey Research’s website (http://www.wwu.edu/socad/osr/). This addendum breaks down the data from that survey by college. Hopefully, this data will provide a finer degree of analysis allowing colleges greater lattitude in their self-evaluation efforts.

The Aesthetics Of Passage: The Imag(In)Ed Experience Of Time In Thomas Lehr, W. G. Sebald, And Peter Handke – Book Review, Andrea Gogrof

Global Humanities and Religion

No abstract provided.

Western Educational Longitudinal Study (Wels) Baseline Survey Of Transfers Entering Western In The Fall, 2010: Descriptive Statistics, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Grant Fosheim

Office of Institutional Effectiveness

The WELS Baseline Survey of Transfers Entering Western in the Fall, 2010 (Transfer Survey) is the companion survey to the Office of Survey Research’s (OSR) survey of incoming freshmen. Together, these surveys elicit information from students prior to the start of their Western academic careers and provide an initial contact in a longitudinal survey design that follows students through graduation and into their initial years as alumni. The Transfer Survey is designed with three purposes in mind: (1) to provide baseline observations of students prior to their Western experience which can be used to forecast and enhance student success; (2) …

Linguistic Demography And Attitudinal Dimensions Of Intergenerational Transmission Of Guaraní And Spanish In Paraguay, Shaw N. Gynan

Modern & Classical Languages

Language data from the 2002 Paraguayan census ate analyzed in order to determine differential patterns of intergenerational transmission of Guaraní and Spanish. The census data are interpreted in light of the results of a survey of 168 bilingual parents on their language identity, language attitudes and language practices. In households identified by the census as Guaraní-dominant, a majority of children is reported to speak only Spanish. The vast majority of parents reports using a single language in the home. The sample that was surveyed for the language attitudes study consisted of couples who identified themselves as either Guaraní-dominant, Spanish-dominant or …

Using Visual Imagery To Enhance Student Writing, Diana Jones, Rachelle Redd

Writing Research Fellows

Research Question: What is the effect of the Photoresponse assignment on student writing?

Method & Data Studied: We collected data from students enrolled in the HSP 302 Introduction to Human Services course during winter and spring quarters 2011. On the first day of class students were asked to respond, in writing, to the question “what inspired you to be a human service professional?” Over the course of the next four weeks, students were further asked to respond to a series of questions by taking a photograph meant to capture their answer to a question. Students then prepared a brief narrative …

The Effect Of Student Peer Response And Assessment On The Proficiency Of Writing Traits At The College Level, Korry Harvey, Misa Haring

Writing Research Fellows

Research Question: How does student peer response and assessment impact the writing traits of college students?

Method: The study was designed to measure changes in student writing traits following a process of peer response. Ninety-one students participated in the project, each submitting two versions of a 4-6 page position paper—an initial draft and then a final version of the paper following peer review and assessment. In addition to written comments from readers, five different writing traits were rated on a scale of 1-4 for each draft: conventions, organizational structure, rhetorical style, critical assessment, and substantiation. These ratings were then compared …

The Narrating Subject: Student Reflection On Witness Narrative, Kathleen Zuanich Young, Francesca Leaf

Writing Research Fellows

Research Question: Can reflective writing capture the process of thinking when students read or listen to a first person narrative involving a Holocaust Survivor, a combat veteran, a former child soldier, clinical depression, and post-traumatic stress? Is the cognitive/affective capacity made visible as the student becomes a narrating subject his or her self in response to trauma and recovery narrative?

Mapping Synergy And Antagony In North–South Partnerships For Health: A Case Study Of The Tanzanian Women’S Ngo Kiwakkuki, Hope Corbin, Maurice B. Mittelmark, Gro Th. Lie

Woodring College of Education Faculty Publications

North–South partnerships for health aim to link resources, expertise and local knowledge to create synergy. The literature on such partnerships presents an optimistic view of the promise of partnership on one hand, contrasted by pessimistic depictions of practice on the other. Case studies are called for to provide a more intricate understanding of partnership functioning, especially viewed from the Southern perspective. This case study examined the experience of the Tanzanian women's NGO, KIWAKKUKI, based on its long history of partnerships with Northern organizations, all addressing HIV/AIDS in the Kilimanjaro region. KIWAKKUKI has provided education and other services since its inception …

The Search For Balance: Understanding And Implementing Yoga, Peace, And Democratic Education, Joy L. Wiggins

Woodring College of Education Faculty Publications

Peace, yoga and democracy share a vision of freedom, truth, and justice to promote both individual and societal transformation. Barack Obama created a vision of hope in 2008; students should be allowed to carry out that vision of freedom and democracy in their homes, schools and communities with curricular implementation across the content areas. Allowing the community and the school to interact and makes strides for change are essential if peace is ever to be a possibility.

Multicultural Education As A Human Right: Framing Multicultural Education For Citizenship In A Global Age, Francisco Rios, Susan Markus

Woodring College of Education Faculty Publications

This paper explores the various ways scholars in the field have framed the need for multicultural education. These include changing demographics and closing the academic gap, developing cross-cultural competence, confronting colonization and cultural hegemony, and promoting democratic citizenship. This paper asserts the value of framing multicultural education as a human right: the right to learn about oneself, to learn about others, and to learn citizenship skills associated with a deep democracy in a global age.

Lre Re-Examined: Misinterpretations And Unintended Consequences, Keith J. Hyatt, John Filler

Woodring Scholarship on Diversity, Equity, & Inclusion

The least restrictive environment (LRE) requirement has been one of the major pillars of special education law in the USA since its enactment in 1975 and has proven to be one of the most contentious principles. Absent a decision by the US Supreme Court or further clarification in the wording of the law itself, it is likely that the debate will continue. This discussion is particularly important because misapplication of the LRE principle can result in a violation of civil rights and deprive children of a free appropriate public education. A review of the historical background of LRE, the Individuals …

Exit Survey Of Undergraduate Students Completing Degrees In The Spring Of 2010: Descriptive Statistics, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Grant Fosheim

Office of Institutional Effectiveness

The Exit Survey of Undergraduate Students Completing Degrees in the Spring of 2010 (Exit Survey) is the second annual survey of graduating students at Western Washington University. This survey was designed to illuminate departmental-, college-, and university-level information on student satisfaction, barriers to success, experiences in upper division courses, and post-graduation plans. This survey also includes questions submitted to the Office of Survey Research (OSR) by specific departments and campus offices. Among these are the Mathematics Department, the Math Center, the Communications Department, the College of Business and Economics, University Residences, and Western’s Office of Transportation Services. The Exit Survey …

Western Educational Longitudinal Study (Wels) Baseline Survey Of Freshmen Entering Western In The Fall, 2010: Descriptive Statistics, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Grant Fosheim

Office of Institutional Effectiveness

The Fall, 2010 Baseline Survey of Freshmen Entering Western continues the Office of Survey Research’s (OSR) efforts to collect information on all students prior to the start of their academic careers at Western Washington University. This survey represents the initial contact in a longitudinal process that makes possible additional inquiries of students at the end of their sophomore year, when they graduate from the university, and one to two years after graduation. The Freshmen Survey is designed with three purposes in mind: (1) to provide baseline observations of students prior to their Western experience which can be used to forecast …

Water, Science, And Civics: Engaging Students With Puget Sound, An Interdisciplinary Curriculum Recommended For Grades 6–8, Facing The Future, Western Washington University

Facing the Future Publications

Imagine a classroom where students are mastering social studies and science content as they:

• create digital public service announcements that educate the local community about how to decrease water pollution.
• propose solutions at town hall meetings to keep Puget Sound healthy.

Water, Science, and Civics engages students in these types of lessons. Not only do students master standards, but they also develop 21st century skills related to digital literacy, media literacy, critical thinking, problem solving, collaboration with peers, and taking multiple perspectives. They become thoughtful leaders who participate in problem-solving activities similar to ones they will encounter as active citizens …

Water, Science, And Civics: Engaging Students With Puget Sound, An Interdisciplinary Curriculum Recommended For Grades 9-12, Facing The Future, Western Washington University

Facing the Future Publications

Imagine a classroom where students are mastering social studies and science content as they:

• create digital public service announcements that educate the local community about how to decrease water pollution.
• propose solutions at town hall meetings to keep Puget Sound healthy.

Water, Science, and Civics engages students in these types of lessons. Not only do students master standards, but they also develop 21st century skills related to digital literacy, media literacy, critical thinking, problem solving, collaboration with peers, and taking multiple perspectives. They become thoughtful leaders who participate in problem-solving activities similar to ones they will encounter as active citizens …

Listening To Children: Perceptions Of Nature, Donald J. Burgess, Jolie Mayer-Smith

Secondary Education

This exploratory study investigates children’s perceptions and experiences of nature during a residential outdoor environmental education program and contributes to an understanding of how nature experiences arouse biophilia, a love of life and all living things. Using interviews, naturalistic observation, and artifact collection, we studied children’s responses to nature during and following their participation in a residential environmental education program known as Mountain School. We explored how an examination of biophilic sensibilities can help researchers and educators focus on the vital intersection between the individual, environment, and action. Our study suggests that children’s perceptions of nature are varied and dependent …