Education Commons^™

College Preparedness. Narratives Of Transitions From High School To College., Chelsey Luann Vincent

Theses and Dissertations

Despite many theories on student success as well as many resources to help students make the transition from high school to college, many students do not persist in or graduate from college. The purpose of this dissertation is to provide insight into what takes place when students leave P-12 institutions and enter institutions of higher education by using focused narrative inquiry. This study took place at a large research university in the south. The study included 4 participants at various parts of their transition journey. Participants in the study responded to written prompts. Follow up interviews were conducted, and a …

A Phenomenological Study Of Collaborative Learning: Understanding The Perceptions, Values, And Experiences Of Freshmen Language Arts Students, Teachers, And One Administrator, Sheryl Ackers

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to gain a better understanding of collaborative learning through the perceptions of freshmen Language Arts students, teachers, and one administrator. Nine freshmen Language Arts students, four freshman Language Arts teachers, and one administrator participated in the study at Falcons Rise Up (pseudonym) (FRU). FRU is located approximately 45 minutes outside of Atlanta, Georgia. Theories from both Vygotsky (1978) and Bandura (1986) framed the study. Data methods included student, teacher, and administrator semi-structured interviews. Interview questions focused on participants’ perceptions of and experiences with collaborative learning models. Moustakas’s (1994) phenomenological reduction method of data …

Western Educational Longitudinal Study (Wels) Baseline Survey Of Freshmen Entering Western In The Fall, 2013: Descriptive Statistics, Linda D. (Linda Darlene) Clark, Beth Hartsoch, John M. Krieg, Chris Stark

Office of Institutional Effectiveness

The Fall, 2013 Baseline Survey of Freshmen Entering Western (Freshmen Survey) 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 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 …

The Impact Of A Grade Nine Transition Program On Student Success In The Piedmont Region Area Of North Carolina, Phillip Jermaine Johnson

Education Dissertations and Projects

This dissertation was designed to evaluate the effectiveness of the Grade 9 transition program at an urban high school in the piedmont area of North Carolina. Grade 9 is a pivotal year that determines which students prevail and which students fail to finish high school (Hertzog, 2003). It is essential that schools put in place components that ease the transition into high school and provide ongoing support.

Investigation measuring instruments that were used by the researcher included a student survey and a teacher survey which involved Grade 9 students and those teachers who taught Grade 9 students. The data that …

Western Educational Longitudinal Study (Wels) Baseline Survey Of Freshmen Entering Western In The Fall, 2012: Descriptive Statistics, Linda D. (Linda Darlene) Clark, Peter Felt, Beth Hartsoch, John M. Krieg

Office of Institutional Effectiveness

The Fall 2012 Baseline Survey of Freshmen Entering Western (Freshmen Survey) 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 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 …

An Evaluation Of The Student Service Expectations Of Freshmen At A Small, Midwestern Liberal Arts University, Jerry Michael Bladdick

Dissertations

Increasing freshmen student retention and ultimately increasing their graduation rates continues to be a critical matter for institutions of higher education. Therefore, colleges and universities are attempting to understand the student service expectations of freshmen students as a primary mechanism to enhance matriculation rates. University administrators must identify what students expect from their college experience if they are to positively affect institutional policy. Previous investigations have observed the relationship between student expectations and experiences, but limited data exist on the student service expectations of college freshmen. The purpose of this mixed method study is to determine the student service expectations …

Western Educational Longitudinal Study (Wels): Baseline Survey Of Freshmen Entering Western In The Fall, 2011, Linda D. (Linda Darlene) Clark, Beth Hartsoch, John M. Krieg, Keiran Seaman

Office of Institutional Effectiveness

The Fall, 2011 Baseline Survey of Freshmen Entering Western (Freshmen Survey) 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 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 …

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 …

Utilization Of An Adaptable Wellness Program Model To Create A Stress Management Initiative Based Upon Action Research Methodology For Freshman Students, Danielle Leigh Dimond

Masters Theses

The purpose of this study was to examine the effectiveness of two models, namely an adaptable wellness programming model and an action research model, when creating and administering a stress management initiative for campus recreation settings that will have a positive effect on freshmen participants at the University of Tennessee. Eight freshmen from the University of Tennessee (6 females, 2 males) volunteered to complete a five week stress management initiative entitled the FROSH! (FResh Out of Stress, & Healthy!) Program which was based upon action research methodology. Program participants completed an exit interview and exit interview questionnaire after the program …

A Study To Determine The Influence Of Student Status And Gender On The Learning Styles Of Freshmen Students, Ali J. Morris

Department of Educational Administration: Dissertations, Theses, and Student Research

The purpose of this study was to compare the learning styles, as defined by David A. Kolb, of traditional freshmen students and non-traditional freshmen students to determine if there is a significant difference between them. The researcher also collected data to determine if there is a correlation between learning styles for gender and traditional/non-traditional student status.

Kolb’s Learning Style Inventory (LSI) was used as the survey instrument and was administered to all students in the sample. The stratified random sample population consisted of 550 students selected from the freshmen class and provided to the researcher by the Office of Institutional …

Freshmen Who Plan To Transfer (Analysis), Beth Hartsoch, John M. Krieg

Office of Institutional Effectiveness

On the 2009 WELS baseline survey of incoming fall 2009 freshmen, thirteen percent indicate some likelihood of transferring prior to graduation. Western administrators are interested in the retention rate of these students, as well as demographic and educational history characteristics. This is a brief exploratory analysis of these questions.

Western Educational Longitudinal Study (Wels) Baseline Survey Of Students Entering Western In The Fall, 2009, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark

Office of Institutional Effectiveness

The 2009 WELS survey of incoming freshmen (the Survey) 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 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 purpose of the incoming freshmen survey is threefold: (1) to assess student needs based upon their self-reported characteristics, perceptions, and concerns; (2) to provide data that can assist …

Western Educational Longitudinal Study (Wels) Survey Of Students Entering As Freshmen In The Fall, 2008, Beth Hartsoch, Linda D. (Linda Darlene) Clark, John M. Krieg, Gary (Gary Russell) Mckinney, Joseph E. Trimble

Office of Institutional Effectiveness

College credit from high school, a total of 2693 students. There were 1533 online responses and 608 phone responses, for an 80% response rate. By design, the 2008 WELS baseline survey of freshmen was shortened from previous year’s WELS baseline surveys. Survey topics included Summerstart and summer preparation for college, high school engagement, academic self-perception, and general college preparedness.

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): Fall, 2005, Baseline Survey Of In-Coming Freshmen, Richard Bulcroft, Linda D. (Linda Darlene) Clark, Sara Jones, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

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 and …

Western Educational Longitudinal Study (Wels): Fall, 2005, Baseline Survey Of In-Coming Freshmen, Gary (Gary Russell) Mckinney, Richard Bulcroft, Sara Jones

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 …

Freshmen Interest Group (Fig) Report, James Inverarity, Kathleen Kennedy, Jeff Newcomer, Lorrie Brilla, Lauren Balisky

Office of Institutional Effectiveness

SUMMARY Over the past six years the Freshman Interest Group (FIG) has attracted a number of participants who find sufficient intrinsic value in the program to invest considerable time and talent in sustaining and improving the program. At the same time, many faculty have voiced concerns over the content of some offerings and the general lack of faculty oversight in its development. Initially FIGs was established to address a perceived imbalance of resources between the upper and lower division program that had a negative effect on the experience and engagement of entering students. On several other campuses FIGs was heralded …

Longitudinal Analysis From 2003-2004 Wels Survey, Ryan Dickson, Joseph E. Trimble, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

Findings from the WELS Baseline survey and the WELS spring, 2004, survey are compared.

Western Educational Longitudinal Study: Spring 2004 Follow-Up Of Freshmen Entering Fall, 2003, Linda D. (Linda Darlene) Clark, Pamela Jull, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

The third in the WELS series, this survey was conducted in the spring, 2004, following up freshmen who entered in the fall, 2003. Topics include: expectations, engagement, and attitudes.

Western Educational Longitudinal Study (Wels): Fall 2003 Freshmen Transitions Survey, Linda D. (Linda Darlene) Clark, Joseph E. Trimble, Pamela Jull, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

This survey is the follow-up to the WELS Baseline survey. By exploring prior high school and early college experiences of new freshmen, patterns in student characteristics and behavior may shed light on the problem of first-quarter transition.

Expectations Vs. Experience: Western Washington University's Csxq/Cseq Findings, Evelyn Albrecht, Ann Carlson, Joseph E. Trimble, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

A pre/post survey of expectations (pre) and actual experiences (post) of first-time, in-coming freshmen. Pre survey (CSXQ) administered summer 2002; post survey (CSEQ) administered spring 2003.

Western Educational Longitudinal Study: Baseline Of Freshmen Entering Fall, 2003, Linda D. (Linda Darlene) Clark, Pamela Jull, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

Baseline report with data from WWU's first WELS survey on first-time, in-coming freshmen. Includes frequencies, figures, WELS goals and objectives, survey administration procedures, data quality, and analysis of qualitative findings from WELS freshmen focus group.

Ability, Interest And Effort: Understanding Outcomes Of Math Coursework For Western Washington Univeristy Freshmen, Pamela Jull, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

Summary and analysis of surveys of freshmen and transfers regarding issues of attitudes and abilities in mathematics courses.

Analysis Of Freshmen Retention: Fall 1998 To Fall 1999, Linda D. (Linda Darlene) Clark, Gary (Gary Russell) Mckinney, Sharon Schmidtz, Carl Simpson

Office of Institutional Effectiveness

Just over one in five Western freshmen in the entering class of 1998 (21.6%) did not return to enroll in fall of 1999. This is an in-depth report of the possible factors influencing freshman retention. Policy implications are included in the conclusion.

Freshmen Interest Group (Fig) Report, Kris Bulcroft, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

Summary and analysis of FIGs-related data, including survey and Student Tracking System data.

Ten Years Of Fall-To-Fall Retention, Western Washington University, Carl Simpson

Office of Institutional Effectiveness

Executive Summary: Analysis of Fall-to-Fall retention at Western over the period 1987-1997 reveals modest improvement in retention rates, some traditional patterns, and some surprises. Particular groups are identified by the analysis as highest priority for university attention aimed at increasing retention. Western's overall Fall-to-Fall retention rate increased steadily from 1987 through 1992, then leveled off, to remain stable or decline very slightly since then. In particular, the retention of entering freshmen rose markedly from '87 through '92 and has declined significantly since 1992, although remaining well above its earlier rate. While the early rise in retention may be attributed to …

1994 Follow-Up Of 1985 Western Washington University Freshmen, Gary (Gary Russell) Mckinney, Joseph E. Trimble

Office of Institutional Effectiveness

Executive Summary: In 1994, first-time in-coming frosh who entered Western Washington University in 1985 were resurveyed. Survey administered were able to contact and receive completed survey forms from 85 of the original1180 frosh who filled out a CIRP (frosh) survey at Western in 1985. Though the number of participants nine years later was small compared to the original sample, it was also fairly representative. The gender ratio between the two years was nearly identical, as was ethnicity. Most of the class of 1985 had partners in 1994 (74.1%), though only half reported being married (50.2%). A majority had not had …

The Cooperative Institutional Research Program (Cirp) Survey Of Western Washington University Freshmen For The 1991 In-Coming Class, Jacqueline M. Andrieu-Parker, Joseph E. Trimble, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

Results of the Freshmen (CIRP) Survey of 1991 in-coming Western class.

The Cooperative Institutional Research Program (Cirp) Survey Of Western Washington University Freshmen: A Comparison Of The 1985 And 1989 In-Coming Classes, Jacqueline M. Andrieu-Parker, Joseph E. Trimble, Gary (Gary Russell) Mckinney, Robert M. Thorndike, Tracy Thorndike-Christ

Office of Institutional Effectiveness

A comparison of Freshmen (CIRP) Survey results from the 1985 and 1989 administrations.

Statewide System-Level Indicators For Western Washington University: A Summary Profile, Gary (Gary Russell) Mckinney, Joseph E. Trimble, Jacqueline M. Andrieu-Parker

Office of Institutional Effectiveness

Executive Summary: In early September 1990, Hugh Walkup, the HEC Board's Associate Director for Institutional Research & Policy, asked all participants in the Assessment Task Force to respond to an outline of questions titled: "Statewide Indicators by Activity Category". This report is a summary of that information. The current list of statewide system-level indicators initially were developed by the assessment coordinators and the HEC Board staff. The indicators, while broad based, are intended to provide information that describes basic enrollment patterns for the state's six four-year institutions over a particular time frame. Moreover, the indicators are intended to portray a …