Identifying How To Improve Academic Programs by Linking Various Aspects of Their Delivery to Particular Student Outcomes. ASHE Annual Meeting Paper [electronic resource] / Jeff Koon.
This paper examines a systematic method of improving undergraduate education by using a variant of the academic program evaluation questionnaire, and offers a model for understanding program dynamics and choosing ways to improve academic programs. Analysis is based on mean ratings from an academic p...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1992.
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| Subjects: |
MARC
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| 100 | 1 | |a Koon, Jeff. | |
| 245 | 1 | 0 | |a Identifying How To Improve Academic Programs by Linking Various Aspects of Their Delivery to Particular Student Outcomes. ASHE Annual Meeting Paper |h [electronic resource] / |c Jeff Koon. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1992. | ||
| 300 | |a 43 p. | ||
| 500 | |a ERIC Document Number: ED352920. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the Association for the Study of Higher Education (Minneapolis, MN, October 29-November 3, 1992). |5 ericd. | ||
| 520 | |a This paper examines a systematic method of improving undergraduate education by using a variant of the academic program evaluation questionnaire, and offers a model for understanding program dynamics and choosing ways to improve academic programs. Analysis is based on mean ratings from an academic program evaluation questionnaire used to elicit student ratings of various aspects of the delivery of their academic major program and such delivery's contribution to some of their own outcomes. Discussion focuses on the development of the research model and the quantitative analysis used to measure the correlations between outcomes and aspects of program delivery. Findings of the regression analyses address the following areas for the rated outcomes: (1) promoting social responsibility or developing skills useful in the community; (2) providing a broad, general, humanistic, or person-centered education; (3) preparing for a career; (4) preparing for graduate or professional school; (5) training in critical thinking and analysis; and (6) being satisfied to date with the major program. It is noted that over half of the correlations observed between these ratings of value-added outcomes and aspects of program delivery were statistically significant, and many were high in magnitude. (Contains 29 references.) (GLR) | ||
| 521 | 8 | |a Administrators. |b ericd. | |
| 521 | 8 | |a Practitioners. |b ericd. | |
| 650 | 0 | 7 | |a College Outcomes Assessment. |2 ericd. |
| 650 | 1 | 7 | |a Course Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Curriculum Development. |2 ericd. |
| 650 | 1 | 7 | |a Educational Improvement. |2 ericd. |
| 650 | 1 | 7 | |a Educational Quality. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Multiple Regression Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Outcomes of Education. |2 ericd. |
| 650 | 1 | 7 | |a Program Improvement. |2 ericd. |
| 650 | 0 | 7 | |a Questionnaires. |2 ericd. |
| 650 | 0 | 7 | |a Student Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Student Educational Objectives. |2 ericd. |
| 650 | 1 | 7 | |a Undergraduate Study. |2 ericd. |
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