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ERIC Number: ED103055
Record Type: RIE
Publication Date: 1974-Sep
Pages: 55
Abstractor: N/A
Reference Count: 0
Student Reactions and Their Implications for Systemic Analysis in the Advancement Studies Department.
Griffin, Thomas E.
Although many community colleges have attempted to relate college work to individual needs, there is little evidence that student input actually influences the structure and organization of a course or curriculum. The Advancement Studies (developmental studies) Department at Central Piedmont Community College has developed a system for student reaction to the persons (teacher, student), properties (content, materials, time), and processes (instruction, evaluation) of each course. A Student Reaction questionnaire consisting of four questions relating to the structure and organization of the course, ten questions relating to the student's emotional reaction to the course, and two spaces for write-in responses, was developed by the Advancement Studies Department (ASD). This questionnaire is administered to students in all department courses during the fifth week of an eleven week quarter; because they are machine processed, results are available by the end of the sixth week. Following a literature review and an analogue model of systemic analysis for education, the new system and the results of its first administration are reviewed. Results indicate that all eleven courses are more oriented to processes and properties than to persons, and that courses receiving high student ratings tend to have high retention rates. Student reactions to each of the eleven courses are detailed and recommendations for the improvement of each course are made. (DC)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum, Nova University