ERIC Number: ED392365
Record Type: Non-Journal
Publication Date: 1996-Feb-22
Reference Count: N/A
Use of the 1995 Clarkson College CIRP Summary To Determine the Presence of Institutional Outcomes Possessed by Entering Freshmen.
Dixon, Terry P.
An Institutional Assessment Committee at Clarkson College (Nebraska) used the 1995 Cooperative Institutional Research Program (CIRP) Freshman Survey data as an entry level baseline for assessing entering students' possession of desired outcomes or attributes of the school's graduates. This analysis studied the data by comparing the various attributes of the Clarkson College Mission and Goals Statements with the various categories of the CIRP profile. This process resulted in a selection of CIRP indicators matched to the following desired attributes: competence, thoughtfulness, ethical reasoning, compassion, service, cultural diversity, experiential diversity, life enrichment, critical thinking, self direction, scholarliness, and anticipation of change. For each attribute the study revealed the profile of Clarkson freshmen and offered recommendations. Among the findings were the following: (1) students were competent in academics and cooperativeness but weak in their ability to write, create, and communicate; (2) respondents were thoughtful concerning issues of importance to them; (3) respondents did not possess the level of citizenship expected on graduation; and (4) respondents did not possess the level of cultural diversity desired by the College, nor were they experientially diverse. Contains 30 tables displaying data and findings, the Clarkson Outcomes Assessment Plan, and a copy of the Clarkson mission statement. (JB)
Descriptors: College Freshmen, Competence, Critical Thinking, Cultural Pluralism, Educational Experience, Educational Objectives, Ethics, Higher Education, Independent Study, Institutional Mission, Mission Statements, National Surveys, Outcomes of Education, Student Attitudes, Student Characteristics, Student Educational Objectives, Student Experience
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A