CAUSE Grant SER77-06227. Final Report.

Autor/inn/en	Hunter, Jacqueline; und weitere
Institution	Xavier Univ. of Louisiana, New Orleans.
Titel	CAUSE Grant SER77-06227. Final Report.
Quelle	(1980), (194 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Persistence; Achievement Tests; Biology; Black Colleges; Chemistry; Cognitive Objectives; College Mathematics; College Science; College Students; Course Content; Critical Thinking; Departments; Developmental Studies Programs; Educational Assessment; Educational Objectives; Higher Education; Introductory Courses; Learning Centers (Classroom); Physics; Program Evaluation; Program Implementation; Quantitative Tests; Science Departments; Science Tests; Student Evaluation; Test Construction + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Biologie; Chemie; Kognitives Lernziel; Collegestudent; Kursprogramm; Kritisches Denken; Department; Abteilung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Education; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Einführungskurs; Unterrichtsdifferenzierung; Physik; Programme evaluation; Programmevaluation; Schulnote; Studentische Bewertung; Testaufbau
Abstract	The implementation and evaluation of a project at Xavier University of Louisiana that was designed to increase performance and academic persistence in entry-level mathematics and science courses are described. The University's CAUSE Project was a cooperative effort by the departments of biology, chemistry, mathematics, and physics. Strategies of the project were to: develop a mechanism whereby the department assumed responsibility for choosing content and deciding pacing for entry-level courses; develop detailed prescriptions for and administer final exams to assess progress from year to year; and develop a set of alternate pathways for learning content objectives. Each of four departments have developed and refined student handbooks containing content objectives, related sample problems, and a list of alternate learning aids for each topic; developed common final course examinations; developed and field tested at least five Piagetian-based laboratory experiments designed to promote analytical thinking skills; and jointly planned, renovated, and furnished a multidepartmental Alternate Pathway Learning Center. Among the results of the project are that the chemistry and physics departments increased the percentage of students completing both semesters with a grade C or better. Results for the other departments are also presented. A detailed outline of implementation activities and extensive appended materials on the project are included. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC