Thesis (Ed. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 160-172).

Thesis (Ed.D.)--University of West Florida, 2008. / Title from title page of source document. Document formatted into pages; contains 204 pages. Includes bibliographical references.

Thesis (MTech (Quality))--Cape Peninsula University of Technology, 2014. / Academic Development Programmes at higher education institutions in South Africa were implemented and funded in 2004 by the Department of Higher Education and Training as an initiative to address the low throughput rate and low graduation output. An example of the Academic Development Programmes is the Extended Curriculum Programme (ECP) where the length of the mainstream course is extended by six months to one year to allow for additional assistance in individual subjects and the offering of courses/programmes to assist students with basic life skills in adapting to tertiary education. The objective of this research was to look at whether ECP’s were effective in improving throughput rates and graduation output and whether there were quality management practices in place to gauge the effectiveness of ECP’s. The ECP in the Department of Mechanical Engineering at a university of technology was used as a sample. Academic histories of the ECP and Mainstream students of the 2007 cohort were analysed to draw comparisons on the throughput rate, graduation output and continuation to postgraduate studies of the two programmes.

This quasi-experimental study examined the effects of participation in a Supplemental Instruction (SI) program on student test performance in a second-level developmental mathematics class in a four-year university setting. This research deviated from past research on Supplemental Instruction in that it examined effects of the program at the end of each test block rather than at the end of the course only. The quasi-experimental design was precipitated by an inability to control factors of participation and limited sample size. Test data were analyzed using analysis of variance; final course grades were analyzed using chi-square.

Thesis (MTech (Business Administration in Project Management))--Cape Peninsula University of Technology, 2017. / Students who are not academically strong are finding it very difficult to enter a tertiary institution. The requirements are of a high standard which results in many students not having the option to further their education. The government recognised that there was a problem in this area and that the country as a whole is lacking in people with the necessary skills to improve the country and its economy. The introduction of the Extended Curriculum Programme has given students the opportunity to enter a tertiary institution and prove to themselves that with a little guidance and an academically lengthened year they will be able to use their skills to improve their situations. The ECP has been integrated into universities in various departments allowing for a diverse amount of options for the students to choose from. The introduction of the ECP has levelled the playing fields and allows students from all walks of life to enter an institution; however it must be noted that there are minimum requirements which are determined by the students’ academic history. Many a success story has emerged from the ECP. The course is spread over four years as opposed to three and it allows the student to settle into the tertiary lifestyle. It might take a little longer but the aims and goals have the same outcomes. The aim of this study to see how effective the ECP is in the Electrical Engineering Department at a University of Technology and to make recommendations where needed.

Every year thousands of students graduate from high school and move on to higher education, but many of them are not yet prepared for college level courses. The Tennessee Board of Regents does not currently allow 4-year institutions to teach courses that are below college level, so many institutions are using programs such as learning support courses to assist a growing population of underprepared students. The purpose of this study was to determine if the 1-term and 2-term retention rates for students with the same ACT mathematics subsection scores were different between students who took a regular section of Probability and Statistics and students who took a learning support section of the course. The subjects of this study were students who enrolled in a Probability and Statistics class (either regular sections or learning support sections) at a 4-year institution from the 2013 summer semester through the 2014 fall semester. The criteria used for selecting subjects included: (1) enrolled in a section of Probability and Statistics, (2) had a valid ACT mathematics subsection score on file with the institution, and (3) recorded a final grade in the course. Students were then grouped by ACT mathematics subsection score and type of course (learning support or regular). When students were grouped by matching ACT mathematics subscores there were no real significant differences in 1-term retention, 2-term retention, or final course grade between students who took a 4-hour learning support section of probability and statistics and students who opted to take a regular 3-hour version of the same course, with one exception. Of students who scored a 17 on the ACT mathematics subsection, the students enrolled in a regular course had a 1-term retention rate that was significantly higher than the learning support course.

Persistence has been identified as an issue at all levels of higher education, and numerous strategies have been attempted to stem the flow of students who leave an institution before completing their programs of study. Persistence research abounds at the community college, four-year college and university levels, but little research on the subject is available at the postsecondary proprietary level. The purpose of this qualitative case study was to research and describe the developmental program recently undertaken at The Art Institute of Dallas (AID), and to compare the findings to the literature on community colleges. Objectives were to 1) examine the forces which caused AID to implement a developmental program; 2) examine how the program was perceived to be working; 3) compare the description of the program at AID to descriptions of those in community colleges, as described in the literature; 4) examine individual perceptions of benefits or drawbacks to the school as a direct result of the new program; and 5) determine if the key informants saw the developmental program as a vehicle to raise persistence and enhance student success. Originally, AID was an open admissions school, offering basic skills help only in tutorial situations. With the addition of General Education courses to the various curricula, the need for an Academic Improvement Center was discerned. Eventually, the school also saw the need to establish admissions standards, coupled with placement testing, to identify and serve underprepared students. Persistence became an issue, along with the state mandate of The Texas Academic Skills Program (TASP), and both contributed to the establishment of a comprehensive developmental education program. Results indicated the need for a student better prepared in numeracy and literacy skills, reflected in the requirements of employers needing employees with abilities to read technical documents, to write reports, to work in teams, and to solve problems. The findings of this study suggest the addition of a comprehensive developmental education program at AID positively affected student persistence. Just as the research on community college developmental studies history, development, and progress unfolded, so also went this postsecondary proprietary school. / Graduation date: 1998

Thesis (Ph. D.)--University of Canterbury, 2009. / Typescript (photocopy). Includes bibliographical references (leaves 232-265). Also available via the World Wide Web.

M.Ed. / This study focuses on a tutor development programme within an academic literacies module called Language for the Economic Sciences (LES). Coordination of the LES module encompasses tutor development as tutors are the primary facilitators of the module. LES forms part of an Extended Degree Programme within the Faculty of Economic Sciences devised to meet the needs of “underprepared” first year students at the University of Johannesburg (UJ). To this end, LES falls within the ambit of academic development at UJ as it is designed and coordinated by an Academic Development practitioner. Higher Education in South Africa has in the recent past shifted from relatively elitist to a mass system of education with the aim to foster democratic nation building. One of the major changes that has occurred is the merger of a number of institutions of higher learning. As a result of the mergers, a new type of comprehensive institution offering a broad spectrum of academic formative, as well as vocationally oriented programmes, has been established. This study focuses on the UJ, as an example of a merged institution, and will examine how teaching and learning has been effected by the changes at UJ. This research is informed by the notion that the interface between tutor and student is vital for students to attain literacy as well as academic language and skills proficiency in their chosen field. Thus, the research problem posed in this study is: What is the role of tutor development in an academic literacies module? Much of the literature on tutoring practice discusses the need to train tutors and offers various means through which this can be done. Using an Action Research design and a global analysis of the data collected, the findings of this study suggest that in addition to the appropriate, focused and rigorous training of tutors, they also need to be developed for effective tutoring to occur. Moreover, the sustained support and mentorship of both individual tutors and tutor groups allows for the maximum benefits of tutoring to be realized by all stakeholders.

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