<p> This document analysis synthesized student learning outcomes (SLOs) and assessment methods from a sample of 36 student government associations in the California Community College system. Student learning outcomes were grouped according to <i>governance, ethical and civic behavior</i>, and <i>experiential learning</i> functions. Using Bloom&rsquo;s Revised Taxonomy (Forehand, 2005) as an interpretive framework, findings revealed that this taxonomy&rsquo;s six levels of cognitive development were well represented but not identically across the functions. In the <i>governance</i> function, the levels of <i>understanding, evaluating</i>, and <i> creating</i> were represented. In the <i>ethical and civic behavior </i> function, the levels of <i>remembering, understanding, applying </i>, and <i>evaluating</i> were represented. In the <i> experiential learning</i> function, all levels of the taxonomy were represented (<i>remembering, understanding, applying, analyzing, evaluating</i>, and <i>creating</i>). Findings also reveal that three of the 36 institutions, including Cuesta College, Orange Coast College, and Saddleback College, have explicit student learning outcome statements, although Cuesta College is the only one written as a true statement of objectives that could be measured. One of those colleges, Orange Coast College, also utilizes a formal system of measuring students&rsquo; learning through implementation of assessment methods. </p><p> Implications for practice and policy include new applications for institutional accreditation, revised policy for professional associations, and resources to guide creation of student learning outcomes for student government association participants. Implications for research include the replication of the study in other higher education systems, and further analysis of individual colleges and groupings of colleges based on demographics.</p><p>

This study examined the relationship between success of small businesses and the educational backgrounds of their owners. A survey composed of questions concerning demographics, educational backgrounds, and business success was mailed to 1100 businesses in Dallas, Denton, and Tarrant counties in Texas. There were 228 usable responses which were analyzed by using the Statistical Package of Social Sciences (SPSS12). Data were sorted so that educational level, sales volume, number of employees, and longevity, were identified on a 5-point ordinal scale. Educational major was identified on a 5-point nominal scale. Pearson's correlation was used to determine whether relationships existed between founders' educational background and small business success. Spearman's correlation was used to determine the direction and strength of the relationships. Then educational level and major were combined with age, gender, ethnicity, and industry, to determine the relationships between founders' educational background, and business success. For this purpose a canonical correlation was used. Five opinion questions concerned influence of college education on business success among college graduates and non-college graduates were identified on a 5-point Likert scale and tested using one-way ANOVA, and independent sample t-test. When educational level and major were the only predictors of business success, a statistically significant relationship was found between years of formal education, and sales volume. When educational level and major were combined with age, gender, ethnicity, and industry, a statistically significant relationship was found between founders' educational level and age, and business success. A statistically significant and negative relationship was found between founders' educational major and industry, and business success. All opinion questions revealed statistically significant relationships between owner's college education and business success. These relationships indicate the ability for the owner to learn, adapt and maintain a successful business. The influence of a college education on small business success was noticeable and reflects the continuing need for higher education to cope with technological advances, business competition, and the changing global economy.

Orientador: Elisabete Monteiro de Aguiar Pereira / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T02:27:25Z (GMT). No. of bitstreams: 1 Bastos_CarmenCeliaBarradasCorreia_D.pdf: 8404425 bytes, checksum: b1ab04a43c139f543612af2f3773b40e (MD5) Previous issue date: 2004 / Resumo: Este estudo trata da intencionalidade das propostas contidas nos projetos pedagógicos de alguns cursos de graduação da Universidade Estadual do Oeste do Paraná, elaborados a partir do estabelecimento de suas respectivas diretrizes curricu1ares. Define-se como uma pesquisa qualitativa, baseada nos pressupostos da fenomenologia, indicados para o estudo de um fenômeno situado. A. partir das descrições obtidas da análise dos projetos pedagógicos, procedeu-se a uma reflexão para compreender e não para explicar o fenômeno. O referencial para esta compreensão foi o cenário político institucional que contextualiza a educação superior na atualidade. Os sentidos produzidos dizem respeito à formação profissional postulada na universidade e a outras questões que gravitam em tomo desta e podem servir para engrandecê-la ou reduzi-Ia, para promover mudanças ou excluir sujeitos do mundo social e do trabalhoDa reflexão sobre os dados, evidenciaram-se cinco itens que estão na dinâmica do fazer pedagógico universitário e que devem ser repensados pelos próprios sujeitos, que o fazem: 1) a universidade como um mundo-vida dos alunos e professores; 2) a formação profissional na universidade. e a importância da cultura humanista;.3) flexibilidade curricu1ar possível contradição ou resistência?; 4) interdisciplinaridade, presença e ausência nos projetos pedagógicos; 5) educação continuada, do apelo mundial à indiferença nos projetos pedagógicos / Abstract: This study deals with the intentionality of a number of college courses pedagogical projects propositions, at Universidade Estadual do Oeste do Paraná elaborated on the grounds of its respective curricular guidelines. This study is defined as a qualitative research based on phenomenology presuppositions, which is appropeated for studing a situated phenomenon. From the descriptions obtained by the pedagogical projects ana1ysis, it was carried out a reflective proceedings aiming to understand, the phenomenon not to explain it. The referential for this comprehension was the institutional political scenery that contextualizes college education today. The produced meanings refer to professional formation as postulated by University and questions around it that may enlarge or reduce formation, and can promote changes or exc1udes subjets from social labor world. The reflection of the data emerged five topics which are in the college pedagogica1 dynamic5 and that must be rethought by the college body: 1) university as a students and teachers world-life; 2) professional formation at university and importance of humanist culture;3) curricular flexibility, contradiction or resistance?; 4) interdisciplinarity, its presence or absence in peda.gogica1 projects; 5) continuing education, from the global appea1 to the pedagogical projects indifference / Doutorado / Politicas de Educação e Sistemas Educativos / Doutor em Educação

No description available.

abstract: There has been an ever-increasing demand in the United States to produce educated science, technology, engineering and mathematics (STEM) professionals. Because more women and minority students have begun their higher educational preparation at community colleges, these institutions have been uniquely positioned to support these students and increase the number of STEM graduates. Nevertheless, to attain this commendable goal, community college staff and faculty members will need to redouble their efforts to provide active and sustained programs and interventions to support and assure student persistence in STEM fields. To address the problem of practice, the researcher engaged in a variety of validating practices to influence women and minority students’ intent to persist in a STEM degree. Thirteen, first-year women and minority students participated in the study. Validation theory (Rendón, 1994) provided a framework to inform the intervention and forms of validation. The validating practices included two advising visits and intentional email communications to students in their first semester at community college. A mixed methods approach was employed to examine two objectives: (a) the types of validation students experienced in their first semester and (b) the influence of validating advising practices on intention to persist in STEM. The Theory of Planned Behavior (TPB; Ajzen, n.d.) guided study efforts in relation to the second objective. Data gathered included survey data, interviews, email communications, and researcher journal entries. Results suggested students experienced academic and interpersonal validation by in-class and out-of-class validating agents. Although not all experiences were validating, students were validated to a greater extent by their academic advisor. Because of validating advising practices, students in this study developed confidence in their ability to be capable college students. Students also felt motivated and expressed intentions to persist toward a STEM degree. The discussion focuses on explaining outcomes of the four research questions by connecting to the extant literature. In addition, limitations of the study are presented. Finally, implications for practice, implications for future research, and lessons learned are also shared. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2020

[pt] Este estudo trata de trajetórias acadêmicas e profissionais de estudantes de ensino superior residentes em espaços favelizados. O objeto empírico deste trabalho é composto pela experiência um grupo de profissionais de nível superior, moradores da favela do Jacarezinho, na cidade do Rio de Janeiro. O objetivo deste estudo é o de compreender o alcance e os limites da educação superior enquanto um dos mecanismos de garantia aos direitos de cidadania, com ênfase nos moradores de espaços favelizados no Rio de Janeiro. Os colaboradores apresentados neste trabalho são egressos do ensino superior do Rio de Janeiro, que ingressaram no Pré-vestibular para Negros e Carentes (PVNC) após o ano 2000. Dentre eles há profissionais que conquistaram posições nas principais universidades do Estado, particularmente em cursos considerados de alto perfil acadêmico e elevado valor social e simbólico, tais como: Direito, Psicologia e Engenharia. Residentes em espaços favelizados e oriundos de famílias de baixa renda, estes indivíduos contrariam certo ―determinismo social amplamente aceito, que prevê o fracasso pessoal, acadêmico e/ou profissional dos indivíduos pertencentes a este grupo. Entretanto, a hipótese que norteia este trabalho é a de que a passagem pelo ensino superior, por si só, não afiança aos moradores de espaços favelizados - majoritariamente afros descendentes -, a garantia aos direitos de cidadania, uma realidade que demonstra os limites de uma das principais apostas políticas dos movimentos de resistência social contemporâneos. / [en] This study deals with academic and professional experiences of ex-graduate students living in slum areas in Brazil. This research has its focus on a group of professionals that are residents of the Jacarezinho favela of Rio de Janeiro. The goal of this work is to know the effectiveness and the limits of higher education as a mechanism to ensure civil rights, with emphasis on the professional slum area residents of Rio de Janeiro. The individuals presented in this work are graduate from Rio de Janeiro colleges, who enrolled in the Prep-course for the Black and the Poor (PVNC) after the year 2000. Among them there are professionals that earned their places in the most prestigious universities of Rio de Janeiro, particularly in carreers considered of high academic profile, social and symbolic value, such as: Law School, Psychology and Engineering. As residents of slum areas and members of low income families, these individuals denied the largely accepted ―social determinism‖ that prescribes personal, academic and professional failure for the members of this social group. However, the hypothesis that guides this work is that the access to higher education, alone, does not ensure to the slum area residents — mostly African-descendents— their civil rights, a reality that exposes the limits of one of the most important political agendas of contemporary social resistance movements.

No description available.

abstract: Incoming freshman at East Los Angeles College were struggling with successfully completing their first semester, leading to low rates of course success and retention. Students reported struggles with adapting to the culture of college, particularly with behaving like a college student and managing time. The purpose of this action research study was to determine if embedding a College Success Curriculum (CSC) into a required class would help students more successfully navigate the first semester. The CSC was embedded into the action-researcher's freshman composition class and covered the following concepts: appropriate classroom behavior, communication, time management, and organization. Quantitative data included retrospective pre-intervention and post-intervention survey data. Qualitative data included the researcher's journal and student-written journal entries. Findings from this study indicated that students learned to communicate via email and to prioritize their time, however, the CSC did not have a measurable effect on students’ behavior, time management, or organization. Course success and retention after receiving the CSC remained at previous years’ rates. There continues to be a need to assist freshmen students in these critical college skills, and perhaps adapt some of the strategies used in this project for future iterations. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

The problem with which this investigation was concerned was that of determining the effect of teaching freshman mathematics with the Spitz Student Response System upon a student's anxiety level, attitude and achievement.

Purpose: The purpose of the study was to utilize costing procedures developed by the Western Interstate Commission on Higher Education to compare per-student credit hour cost for disciplines taught in both.the day and evening. Procedures: (1) A structure to identify and categorize similar patterns of activity based upon the work performed by the Western Interstate Commission on Higher Education provide·d the foundation for the study. (2) Allocation of direct costs "ms .made to each discipline defined through the initial identification of activities. (3) Services rendered to the categories of evening and day collegiate programs were examined, with allocation of costs to common disciplines based upon recognized parameters which were established from the literature. (4) ·Student credit hour cost ·for each of the disciplines was calculated through the division of total cost for the discipline by the number of credit hours in each category. ( 5) Costs for disciplines taught both in the day and evening categories were compared through utilization of an F-distribution and a significance level of .05. Findings: (1) A modification of the Program Classification Structure can be effectively used to compare costs of day and evening college. (2).Based upon a 2-tailed comparison utilizing a .05 level of significance, there is a significant difference between the cost per credit hour for cost centers representing the direct and full cost of the day and evening categories. Recommendations for Further Study: Additional research should be conducted so that there may be ( 1 ) further .examination of needs of the evening student; (2) examination of optimum enrollment ratios for day and evening; (3) further examination of activity analysis procedures; (4) consideration of the need for "off-campus" faculty involvement; (5) examination of alternative methods of financing by the state; ( 6) examination of courses from the standpoint of their value to education and the community.