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Evaluation of postsecondary educatio...

Vance, Melissa.

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Evaluation of postsecondary education first year transition programs for intellectual development principles.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Evaluation of postsecondary education first year transition programs for intellectual development principles./
作者:	Vance, Melissa.
面頁冊數:	122 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3168.
Contained By:	Dissertation Abstracts International71-09A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3421772
ISBN:	9781124216591

Evaluation of postsecondary education first year transition programs for intellectual development principles.
Vance, Melissa.

Evaluation of postsecondary education first year transition programs for intellectual development principles. - 122 p.

Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3168.

Thesis (Ph.D.)--University of Colorado at Denver, 2010.

This comparative case study describes and evaluates programs designed to assist students with the first year transition into postsecondary education. Rather than focusing on quantitative measures of student completion, retention, or graduation, this case study uses qualitative methods to examine the ways faculty incorporate principles of intellectual development into transition programs. Frequently, first year transition programs are primarily designed to orient students to college life or to improve study skills instead of explicitly promoting intellectual development.

ISBN: 9781124216591Subjects--Topical Terms:

1018008
Education, Community College.

Evaluation of postsecondary education first year transition programs for intellectual development principles.
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500 $a Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3168.
500 $a Adviser: Brent G. Wilson.
502 $a Thesis (Ph.D.)--University of Colorado at Denver, 2010.
520 $a This comparative case study describes and evaluates programs designed to assist students with the first year transition into postsecondary education. Rather than focusing on quantitative measures of student completion, retention, or graduation, this case study uses qualitative methods to examine the ways faculty incorporate principles of intellectual development into transition programs. Frequently, first year transition programs are primarily designed to orient students to college life or to improve study skills instead of explicitly promoting intellectual development.
520 $a The qualitative methods used to evaluate the programs included interviews with administrators, faculty, and students, classroom observations, and assessment of pedagogical artifacts. The findings from this study can be utilized to improve transition programs to promote adult intellectual development. From the evaluation of two specific first year transition programs, recommendations are developed for any such program seeking to incorporate intellectual development principles into the curriculum, faculty training, or student experience. The recommendations provided are designed to foster intellectual development and thus help students learn how to think and how to acquire knowledge, not simply how to study.
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