Improving Retention and Performance: A Case of Useable Attention. ASHE 1985 Annual Meeting Paper.

Autor/inn/en	Adams, Charles S.; Campbell, Johnstone
Titel	Improving Retention and Performance: A Case of Useable Attention. ASHE 1985 Annual Meeting Paper.
Quelle	(1985), (35 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Academic Advising; Academic Persistence; Basic Skills; College Students; Educational Innovation; Feedback; General Education; Graduation Requirements; Higher Education; Learning Experience; Longitudinal Studies; Performance Contracts; Program Evaluation; Student Development; Student Evaluation; Student Motivation + Suchen Sie Ihr Suchwort? Schulleistung; Akademischer Rat; Basic skill; Grundfertigkeit; Collegestudent; Instructional innovation; Bildungsinnovation; Allgemein bildendes Schulwesen; Allgemeinbildung; Abschlussordnung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernerfahrung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leistungsvereinbarung; Programme evaluation; Programmevaluation; Schulnote; Studentische Bewertung; Schulische Motivation
Abstract	Results are presented of a 10-year longitudinal study of students who completed the Inquiry Program (IP) at the University of Massachusetts-Amherst, which provides an alternative approach for meeting most general education requirements. Standard performance measures and questionnaires completed by program graduates were examined. Compared to other students in the entering class, IP students scored about average on the Scholastic Aptitude Test. Based on their high school grades and class rank, IP students were expected to complete a degree program but not to distinguish themselves. It was found that 50 percent of university students graduated with their entering class, compared to 76 percent of IP students. In addition, 65 percent of IP students completing their program received honors degrees, and 50 percent entered graduate school. Six components of the program are discussed: advising; a learning contract between student and a tutor; regular evaluations; emphasis on learning how to learn, basic skills, and understanding of scholarship and research; a learning portfolio; and bringing formal closure to the student's lower division general education. In addition to a discussion of the affective learning aspects of the program, attention is directed to the way that ritual can promote student growth. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC