This research examined how 187 students assessed a course evaluation form, the anonymity of the evaluation process, the fairness and accuracy students attribute to the task of completing evaluations of instruction, and students' perceptions of the extent to which teachers and administrators make use of the information provided by evaluations. 92% of the student-participants believed that the rating forms provided an effective means of evaluating instruction. The majority thought instructors pay attention to evaluation results and change their behavior accordingly. Only 2% believed that their anonymity was not protected. Students appeared to have more faith in their own evaluations than in those of other students. They also lacked confidence in the use of evaluations for determining salary increases or tenure and promotion.
The selection of students who are most likely to succeed in a college developmental studies program is a task with serious ramifications for individuals and institutions. The present study examined the moderating influence of gender and race on the accuracy of high school grades and College Board Scholastic Aptitude (SAT) scores in predicting the academic performance of developmental students. The results indicated significant slope differences in the regression lines for race with the equation for blacks accounting for 10 percent more variance than the equation for whites. Within the racial groups, significant intercept differences based on gender were found for whites only. The relationship between high school grade point average and SAT scores in predicting freshman grade point average for developmental students was similar to the relationship reported for regularly admitted students.
This article describes a series of elective courses that respond to academic needs articulated by both faculty and students. Two of the courses, “Learning to Learn” and “Strategies for Academic Success,” taught by Academic Assistance reading and counseling faculty respectively, are now offered for graduation credit. Other courses, which bear institutional credit, are designed to develop skills in such areas as critical thinking, problem solving, and writing, or to assist students in adjusting to college life. Several courses have been created to address the needs of specific populations, such as multilingual students. Enrollment in this series of courses consistently meets or exceeds registration limits.
This study was designed to investigate the variables of social support, loneliness, and anxiety among two groups, i.e., participants who identified with the label "I am a lonely person" (Lonely group; n = 37) and those who did not identify with this label (Not lonely group; n = 107). Based on the findings of a 1994 study of South Pacific participants, hypotheses were formulated and tested using the grouping variable. As expected, significant correlations for scores on loneliness with social support and with anxiety were noted. Also, as expected, there were significant differences between the two groups on social support, loneliness, and anxiety. While such results support earlier findings it appears the association of loneliness and perceived social support may be more complex than proposed earlier. For the lonely group anxiety is significantly correlated with a need to seek acceptance.
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