Browsing by Author "Franko, Jennifer"
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Item 1999 GC Students with STEM Major Interests(University of Minnesota: General College, 2005) Jansen, Elizabeth; Wambach, Catherine; Franko, JenniferItem 1999 GC transfers to CLA: Retention and Graduation(University of Minnesota: General College, 2005) Jansen, Elizabeth; Wambach, Catherine; Franko, JenniferItem 2002 GC Cohort with STEM Major Interests: High School and College Academic Performance(University of Minnesota: General College, 2005) Jansen, Elizabeth; Wambach, Catherine; Franko, JenniferThis study describes the relationship between high school mathematics and science backgrounds and college math and science performances of 163 students who entered General College (GC) in fall of 2003 with interests in science (STEM) majors. The study found low positive correlations between high school and college performance, but no significant differences in the backgrounds of students who eventually left the college and those who persisted. The study found that over half of the original STEM majors left the college after two years and that over half of the remaining students were not enrolled in STEM majors.Item Are Leavers and Persisters Really Different: A Comparative Study of Issues Reported in GC Advising Files(University of Minnesota: General College, 2005-11-07) Xie, Baozhen; Wambach, Catherine; Franko, Jennifer; Connor, JenniferThe purpose of this study was to examine whether GC leavers and persisters had different issues reported in their advising files. Information from persisters’ files was compared to a prior analysis of leavers from the GC 2003 NHS cohort. It was found that persisters and leavers were not significantly different in frequency and categories of issues reported. Persisters and leavers had similar proportions of issues reported in four categories: student academic, student non-academic, institutional academic, and institutional non-academic issues. Among both groups, academic issues were reported more often than non-academic issues, and student issues were reported more often than institutional issues. Persisters and leavers were also similar in rank orders of frequency of individual issues, although compared to leavers, persisters seemed to have a lower frequency of academic alerts and low motivation issues and a higher frequency of other issues.Item A Brief Report: Gender, Ethnicity, Academic Standing and Student Issues Reported in Advising Files(University of Minnesota: General College, 2005) Xie, Baozhen; Wambach, Catherine; Franko, Jennifer; Connor, JenniferItem A Brief Report: The Relationship between Mid-Semester Grades and Final Grades(University of Minnesota: General College, 2005-03-29) Connor, Jennifer; Franko, Jennifer; Wambach, CatherineItem Commanding English Tracking Report: October 2005(University of Minnesota: General College, 2005) Connor, Jennifer; Franko, Jennifer; Wambach, CatherineThis report provides information about the Commanding English Program in General College. Students who entered the program in Fall 1999 through Fall 2003 are tracked, and retention, transfer, and graduation data are reported. This data is compared to students in General College, but not enrolled in the Commanding English Program. It was found that overall Commanding English students transferred at a higher rate and were retained at similar rates or higher rates than other GC students, depending on the cohort and length of time in the program. Most Commanding English students experienced a significant drop in GPA after transferring to another college.Item Confidence and Barriers to Graduation Identified by Graduate and Non-Graduate Participants in the General College Transferred Student Survey(University of Minnesota: General College, 2004-07) Wambach, Catherine; Franko, Jennifer; Connor, JenniferItem Fall 1999 through Fall 2003: Rates of Intra-University Transfer for General College Students(University of Minnesota: General College, 2005-07) Franko, Jennifer; Connor, Jennifer; Wambach, CatherineItem The General College 1999 Cohort: Persistence and Graduation Five Years After Entrance(University of Minnesota: General College, 1999) Wambach, Catherine; Franko, Jennifer; Connor, JenniferItem The General College 2000 Cohort: Persistence and Graduation Four Years After Entrance(University of Minnesota: General College, 2000) Connor, Jennifer; Franko, Jennifer; Wambach, CatherineItem The General College 2001 Cohort: Persistence and Graduation Four Years After Entrance(University of Minnesota: General College, 2005-11) Connor, Jennifer; Franko, Jennifer; Wambach, CatherineThis report provides retention and graduation data on the fall 2001 NHS General College cohort, as well as predictors of retention. As of summer 2005, approximately 8% of the cohort had graduated and another 47% had enrolled in the 2004-2005 academic year. Differences in retention were examined based on gender and ethnicity. Gender differences were not observed, however there was a difference in retention based on ethnicity. High school rank and ACT composite scores were not significant predictors, but first term GPA was a significant predictor of later retention.Item General College Persisters and Leavers: A Comparative Study(University of Minnesota: General College, 2003) Wambach, Catherine; Hatfield, Jennifer; Franko, Jennifer; Mayer, AmyResearch and theory on student retention suggests that it is a complex process influenced by both personal and institutional factors. Since retention and graduation rates are important benchmarks used to evaluate educational institutions, administrators at the University of Minnesota (U of M) are questioning why these rates are lower at the U of M than would be expected given the characteristics of the student body (Improving our graduation, 2001). Research by the U of M office of Institutional Research and Reporting (IRR) suggests that for most U of M freshman admitting colleges, including General College (GC), the predicted graduation rate for students is higher than the actual rate.Item The Performance of GC Students in MATH 1155(University of Minnesota: General College, 2000) Franko, Jennifer; Connor, Jennifer; Wambach, CatherineThis is a short report to answer the question “does GC 0731/0732 prepare students for Math 1155?” Math 1155 is a one-semester overview of intensive pre-calculus. Students may take either Math 1155 or Math 1051 (pre-calculus I) and 1151 (pre-calculus II). This report presents information on the grades GC students earned in Math 1155 and their relationship to grades in GC 0731/0732, and students’ Math ACT test scores typically taken at the end of the students’ junior year in high school. GC 0731 and GC 0732 are both intermediate algebra classes. GC 0731 is taught using traditional pedagogy and GC 0732 uses computer-mediated pedagogy.Item A Preliminary Report about Change of Majors among the GC 2005 NHS Cohort(University of Minnesota: General College, 2006-02) Xie, Baozhen; Wambach, Catherine; Franko, Jennifer; Connor, JenniferItem A Survey of Former GC Students(University of Minnesota: General College, 2001-10) Wambach, Catherine; Hatfield, Jennifer; Merabella, Mike; Franko, JenniferItem What Advising Files Tell Us about Students Who Leave General College?(University of Minnesota: General College, 2005) Xie, Baozhen; Franko, Jennifer; Wambach, Catherine; Jansen, Elizabeth; Connor, JenniferThis study describes information contained in advising files about issues students encounter during their first two years of college, and the potential value of this information in understanding student leaving. Students who enrolled in a college program for underqualified students and who left before the end of their sophomore year were identified and 100 were chosen at random for file analysis. The analysis suggested that leavers in poor academic standing had more and different issues reported in their files than did leavers in good academic standing. This suggests a possible relationship between issues and different types of leaving or may be the result of higher self-disclosure within the poor academic standing group.