ERIC Number: ED338160
Record Type: Non-Journal
Publication Date: 1991-Oct
Reference Count: N/A
The Effect of Coursework Patterns, Advisement, and Course Selection on the Development of General Learned Abilities of College Graduates. Final Report.
Ratcliff, James L.; And Others
The relationship between course work and general learning at Stanford University (California), Mills College (California), and Ithaca College (New York) was studied. The study used the Differential Course Work Patterns (DCP) Project faculty survey and Cluster Analytic Model (CAM) to link course work to student assessment. The study examined what the faculty perceptions of general learned abilities are in relation to the courses they taught, what advice faculty give to students who want to improve their general learned abilities, the results from the quantitative findings of the CAM study with the DCP for levels of congruency; and faculty members' perceptions of the courses they teach. Findings for both instruments indicated that reading comprehension, quantitative comparisons, and analytic reasoning were the types of general learned abilities where large changes occurred. At all three institutions students at or above the mean were more likely to enroll in course work associated with improvement in student learning. At all three institutions, faculty overestimated student cognitive skills in sentence completion and regular mathematics. Included are 32 references, copies of a letter to prospective participants, a copy of the DCP survey instrument, and procedures for syllabi and test administration. (JB)
Descriptors: College Faculty, College Students, Courses, Higher Education, Learning Processes, Learning Strategies, Mathematics Skills, Reading Comprehension, Social Cognition, Thinking Skills
Pennsylvania State University, 403 South Allen Street, Suite 104, University Park, PA 16801-5202.
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Sponsor: EXXON Education Foundation, New York, NY.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Pennsylvania State Univ., University Park. Center for the Study of Higher Education.