Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
The Credentialed Workforce: Examining Success Rates Across Short-Term Noncredit Training Programs Aligned With Industry Credentials, Rochelle Fisher
The Credentialed Workforce: Examining Success Rates Across Short-Term Noncredit Training Programs Aligned With Industry Credentials, Rochelle Fisher
Masters Theses, 2010-2019
A new grant program implemented to provide subsidized training costs for students enrolling in short-term noncredit programs aligned with high-demand industry credentials leading to middle-skill jobs was implemented in July 2016. The grant program follows a pay-for-performance model where students are given a two-thirds discount on tuition but required to pay back an additional one-third if they do not successfully complete their short-term noncredit training. An exploratory study was conducted to provide training program completion and credential attainment rates for the overall program and by student demographic groups (age, race, and gender). Results showed little variation among training program completion …
Student Learning Gains In Higher Education: A Longitudinal Analysis With Faculty Discussion, Catherine E. Mathers
Student Learning Gains In Higher Education: A Longitudinal Analysis With Faculty Discussion, Catherine E. Mathers
Masters Theses, 2010-2019
Student learning is the primary desired outcome of a college education. To understand how educational programming and curricula affect students, colleges and universities must collect evidence of student learning gain. In this study, a longitudinal design was employed to investigate how a math and science general education curriculum impacted college students’ quantitative and scientific reasoning. Quantitative and scientific reasoning gain scores were computed and predicted from personal (i.e., prior knowledge, gender) and curriculum (i.e., number of completed courses in the domain) characteristics to uncover what factors relate to learning gain. Collapsing across personal and curriculum variables, gain scores were moderate …