Literaturnachweis - Detailanzeige
| Autor/in | Moore, Nelle |
|---|---|
| Institution | San Juan Coll., Farmington, NM. Office of Institutional Research, Grant Development, and Planning. |
| Titel | A New Approach to Including Student Intent Information in Performance Measures. |
| Quelle | (1999), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Community Colleges; Course Selection (Students); Educational Research; Evaluation Criteria; Institutional Evaluation; Institutional Mission; Lifelong Learning; Performance Factors; School Effectiveness; Student Behavior; Student Educational Objectives; Student Interests; Two Year Colleges |
| Abstract | The key to better outcome performance measures for community colleges is finding an effective and valid method of determining students' educational goals or reasons for attending the institution. In an attempt to find a solution to identifying student intent, San Juan College (SJC) postulated that student intent at any point in time can be most accurately measured by their behavior. The question undertaken in this study is: if we look at what courses a student is enrolled in and make certain assumptions about intent based on that enrollment, would we have a usable measure of student intent? In the preliminary explorations of this question conducted at SJC, the emerging answer is "Yes." Student intent data inferred from student enrollment does indeed appear to be a stable measure, with face validity, and quite usable as a qualifier for performance indicators. SJC identified four "enrollment segments" that would be likely educational goals for students attending the college: Career, Skill, Transfer, and Lifelong Learner. The tables presented in this paper show that reporting performance indicator data by enrollment segment provides community colleges an easy method to communicate performance data that are appropriate for student intent and the multiple missions of the institution. (VWC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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