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ERIC Number: ED526686
Record Type: Non-Journal
Publication Date: 2009
Pages: 108
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1243-4029-6
Evaluation of the Academic Empowerment Center at a Private University
Edwards, James E., Jr.
ProQuest LLC, Ed.D. Dissertation, Nova Southeastern University
This applied dissertation described the evaluation of a program designed to provide students with the necessary academic and social skills needed to matriculate and graduate from the university. The problem was that there was no evidence of a formalized program evaluation to determine if the Academic Empowerment Center (AEC) was effective in achieving the established objectives of the program Evaluation of the program objectives provided the necessary information to make informed decisions regarding program improvement. The purpose of the study was to evaluate the effectiveness of the Academic Empowerment Center. The research questions that were addressed in this study were (a) What current practices are utilized by precollegiate programs to recruit and retain students in an institution of higher education? (b) How are program interventions determined and implemented? (c) What is the appropriate content and design for evaluating the AEC? (4) Is AEC meeting the mission of the university? (d) What should be included in a plan for developing a precollegiate program? and (e) What are appropriate plans to implement and evaluate the precollegiate program on a continuous basis? The program was evaluated with a review of the literature, pretest and posttests of participants. The study utilized an evaluation methodology to determine the effectiveness of the AEC in meeting the intended outcomes of the program. Formative and summative panels provided iterative feedback on criteria, assessment design, and findings related to the study. The evaluation provided recommendations for program administrators regarding the effectiveness of the AEC to increase the graduation rate of students. The specific findings of this study suggest the experimental group had a significantly higher mean first-year GPA as compared to the control group at a .05 level of significance. Additionally, there was no difference between the first-year retention rate of the experimental group and the control group at the .05 level of significance. Data indicated that the percentage of students returning for the second year of school was higher for the control group as compared to the experimental group. However, evidence did not suggest there was a significant difference in the retention rates at the .05 significance level. The results of the SACQ posed a problem as an indicator for college adjustment and program effectiveness. The results of the adjustment to college regarding academic, social and personal-emotional, as measured by the SACQ, were not included in this study. The low number of respondents on this assessment did not generate significant findings to determine the impact of these areas of development. Consequently, there was insufficient evidence to draw conclusions from the data. While these data were important, they did not adversely impact the results of this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A