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Analysis Of Student Essay Writing Skills In Entry-Level English Composition Courses At Western Washington University, Gary (Gary Russell) Mckinney, Jacqueline M. Andrieu-Parker, Joseph E. Trimble
Analysis Of Student Essay Writing Skills In Entry-Level English Composition Courses At Western Washington University, Gary (Gary Russell) Mckinney, Jacqueline M. Andrieu-Parker, Joseph E. Trimble
Office of Institutional Effectiveness
Executive Summary: During the Fall Quarter of 1990, all enrollees of English 101 and English 100 took ACT's Collegiate Assessment of Academic Proficiency (CAAP) Writing Test (Essay); during the Winter and Spring Quarters all enrollees of English 101 took the CAAP test. Administration of the test was done by a joint effort of Western Washington University's Composition Program in the Department of English and the Office of Institutional Assessment and Testing. The CAAP test took two samples, both requiring students to respond in a persuasive or argumentative mode. This was considered appropriate for two reasons: 1) traditionally, freshmen college students …
Analysis Of Student Essay Writing Skills In Entry-Level English Composition Courses At Western Washington University, Jacqueline M. Andrieu-Parker, Joseph E. Trimble, Gary (Gary Russell) Mckinney
Analysis Of Student Essay Writing Skills In Entry-Level English Composition Courses At Western Washington University, Jacqueline M. Andrieu-Parker, Joseph E. Trimble, Gary (Gary Russell) Mckinney
Office of Institutional Effectiveness
In the fall quarter, 1990, all students in English 101 and English 100 courses took the Collegiate Assessment of Academic Proficiency (CAAP) Writing Test. This reports presents the results.
A Comparative Analysis Of The Academic Performance Of Native And Transfer Students, Tracy Thorndike-Christ, Jacqueline M. Andrieu-Parker, Joseph E. Trimble
A Comparative Analysis Of The Academic Performance Of Native And Transfer Students, Tracy Thorndike-Christ, Jacqueline M. Andrieu-Parker, Joseph E. Trimble
Office of Institutional Effectiveness
Executive Summary: This study utilized the records of two samples of wwu upper¬ division students (those with 90 credits and above) to evaluate the relationships of academic performance to students' admission status (either native or transfer) and other selected student characteristics such as gender, ethnicity, and age. The first sample measured academic performance in terms of cumulative WWU GPA. The second sample looked at grades earned in 300 and 400 level courses only (upper-division GPA). This report was prepared as a follow-up to an earlier study that used a much more limited sample. Females were found to have consistently higher …
A Comparative Analysis Of The Academic Performance Of Native And Transfer Students, Jacqueline M. Andrieu-Parker, Joseph E. Trimble, Tracy Thorndike-Christ
A Comparative Analysis Of The Academic Performance Of Native And Transfer Students, Jacqueline M. Andrieu-Parker, Joseph E. Trimble, Tracy Thorndike-Christ
Office of Institutional Effectiveness
Results of a study comparing the academic performance of native and transfer students.
Summary Report Of Admissions And Graduation Requirements Of Selected Units And Programs At Western Washington University, Joseph E. Trimble, Gary (Gary Russell) Mckinney, Robert M. Thorndike
Summary Report Of Admissions And Graduation Requirements Of Selected Units And Programs At Western Washington University, Joseph E. Trimble, Gary (Gary Russell) Mckinney, Robert M. Thorndike
Office of Institutional Effectiveness
Summary of departmental admissions and graduation requirements.
Summary Report Of Admissions And Graduation Requirements Of Selected Units And Programs At Western Washington University, Gary (Gary Russell) Mckinney, Robert M. Thorndike, Joseph E. Trimble
Summary Report Of Admissions And Graduation Requirements Of Selected Units And Programs At Western Washington University, Gary (Gary Russell) Mckinney, Robert M. Thorndike, Joseph E. Trimble
Office of Institutional Effectiveness
Executive Summary: During Winter Quarter of 1990, all college department chairs and the deans of Huxley and Fairhaven Colleges were sent a questionnaire intended to delineate admission and graduation requirements. The questionnaire was followed by a telephone or in-person interview. For the purposes of readability, all respondents are referred to as departments. The survey results showed that nineteen departments have self-generated admission requirements, whose categories are as follows: 1) overall university GPA; 2) completion of foundation courses; 3) GPA within foundation courses; 4) credit completion; 5) audition, portfolio, or resume review. Sixteen of the above nineteen departments have multiple requirements. …