Increasing Institutional Effectiveness: A Continuous Effort after Accreditation.
West Virginia University at Parkersburg (WVUP) is a separately accredited campus of the University offering 2 baccalaureate, 10 associate, and 2 certificate programs. In response to concerns raised in a recent accreditation report, WVUP conducted a study examining student attitudes toward facilities, course scheduling, student advising, registration, and tutoring. Questionnaires were distributed to a random sample of students in April 1995, receiving usable responses from 1,149 students representing 34% of the total population. Results of the study indicated the following: (1) about 80% of respondents had met with their advisors, while 857 of these were satisfied with the service; (2) only 77. of students had used WVUP's child-care facilities; (3) 567 of respondents had used the computer labs on campus, but many felt that the facilities should be made more available; (4) the majority of students (56%) preferred a 2-day weekly course schedule, while one-third preferred a 3-day schedule; (5) 527 of students felt that WVUP's baccalaureate programs should be expanded; (6) 527 supported a Saturday registration alternative; (7) 36% felt that some courses that are offered only once a year should be offered in both semesters, 30% felt that some additional courses should be offered during the summer session in addition to the normal academic year, and 18% indicated that many required courses were not offered in the evenings; and (8) students supported adding varsity sports teams (49%), student lockers (38%), off-campus housing (28%), and public transportation (18%). (The survey instrument, student comment summary, and student ranking statistics for facility expansion and recreational programs are appended.) (MAB) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * from the original document. * ********************************************************************** Increasing Institutional Effectiveness: A Continuous Effort after Accreditation U S DEPARTMENT OF EDUCATION Cr.ce Flucar-ona Resea., and 1,proverlent EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy HongYu Chen, Ph.D. Director, Institutional Research WVU at Parkersburg Parkersburg, WV 26101 'PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY H. Chen TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERICI:Presented at the Southeastern Association for Community College Research Twenty-fourth Annual Conference Asheville, North Carolina August 6-9, 1995
Differences in Traditional and Nontraditional Students' Preferences for Advising Services and Perceptions of Services Received
When traditional students' perceptions of advising were compared to those of nontraditional students, the traditional students placed more value on developmental advising. Overall, traditional stud...
Educational innovation in Musical Language Course: responses and the overcoming of limitations
This article presents an innovative methodological proposal for the development of auditory education in the course of the Language of Music. Based on this proposal, we analyze an educational community’s response to the innovations implemented, and we identify the limitations recognized throughout the learning and teaching process, as well as the strategies developed to overcome them. To this end, we applied a qualitative methodology with the classroom-based research method. The compilation of data was carried out through participant observation, captured in the journals of the professor and researcher, interviews and analysis of documents. The research results demonstrate that patience, responsibility and perseverance in their work on behalf of the professors have been key to overcoming the limitations identified and in promoting that students enjoy and learn their class contents in meaningful ways. Recibido 05/02/2018 Aceptado: 09/03/2018