Follow-Up Study of Former Students in Geography, History and Political Science, 1990-1995. Volume XXIV, Number 20.

Autor/inn/en	Lucas, John A.; Miller, William
Institution	William Rainey Harper Coll., Palatine, IL. Office of Planning and Research.
Titel	Follow-Up Study of Former Students in Geography, History and Political Science, 1990-1995. Volume XXIV, Number 20.
Quelle	(1996), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Community Colleges; Course Evaluation; Geography Instruction; History Instruction; Instructional Effectiveness; Participant Satisfaction; Political Science; Student Attitudes; Student Educational Objectives; Transfer Students; Two Year College Students; Two Year Colleges + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Community college; Community College; Geography education; Geography lessons; Geografieunterricht; History lessons; Geschichtsunterricht; Unterrichtserfolg; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Schülerverhalten; Hochschulwechsel; Schulwechsel; Studienortwechsel
Abstract	As part of a review of the Geography, History, and Political Science department, William Rainey Harper College (WRHC), in Illinois, conducted a study of students who had enrolled in three or more courses in the department from 1990 to 1995 and who were not enrolled in fall 1995. Questionnaires were sent to a random sample of 300 students, requesting information on their reasons for enrolling, perceptions of the learning environment in the courses, and present educational status. Study findings, based on responses from 93 students, included the following: (1) 71 percent of the students indicated that they had enrolled in the courses to satisfy a general education requirement for a bachelor's or associate degree, while 20 percent had enrolled to help build a major or a minor; (2) among students who had taken lecture sections with more than 75 students, 60 percent felt the classes were too large and that they inhibited dialogue between students and faculty; (3) of 14 attributes of the learning environment, quality of instruction, fairness of grading, degree to which exams matched course goals, effectiveness of teaching methods, rigor of course, and the degree to which the course helped with other courses were the only attributes to receive better than "good" ratings; and (4) the two worst rated attributes were the degree that courses helped with community life and that they helped with respondents' jobs. The survey instrument is appended. (TGI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC