Browsing by Author "Jansen, Elizabeth"

Now showing 1 - 4 of 4
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    1999 GC Students with STEM Major Interests
    (University of Minnesota: General College, 2005) Jansen, Elizabeth; Wambach, Catherine; Franko, Jennifer
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    1999 GC transfers to CLA: Retention and Graduation
    (University of Minnesota: General College, 2005) Jansen, Elizabeth; Wambach, Catherine; Franko, Jennifer
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    2002 GC Cohort with STEM Major Interests: High School and College Academic Performance
    (University of Minnesota: General College, 2005) Jansen, Elizabeth; Wambach, Catherine; Franko, Jennifer
    This 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.
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    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, Jennifer
    This 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.