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Browsing by Author "Woods, Martie"

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    Characteristics of Selected Lower Division Courses at the Unviersity of Minnesota
    (University of Minnesota: General College, 1995-11) Wambach, Catherine; Woods, Martie; delMas, Robert
    The purpose of this report is to inform the General College (GC) community about the teaching strategies students encounter in non-GC courses. The mission of GC is to prepare students to transfer to degree granting colleges of the University. In order to adequately prepare students for transfer, the faculty and staff of GC must have accurate and upto- date information about the curriculum and courses of other colleges. While much information is available from documents such as bulletins and course guides, detailed information about the specific requirements of courses is less generally available. The study was designed to collect information about the structure and pedagogy of non-GC courses that enroll significant numbers of GC students. The information will become part of an ongoing evaluation of the GC curriculum and provide information about ways in which GC courses should be modified to better prepare students for success after transfer.
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    College After Transfer: A Survey of the Curricular Experiences of General College Students Who Transfer Within the University
    (University of Minnesota: General College, 1994) Wambach, Catherine; Woods, Martie
    In the spring of 1994, 241 former General College (GC) students who were enrolled in other University of Minnesota (U of MN) colleges were surveyed about their experiences in courses after transfer. The survey asked students to compare features of their current courses to their GC courses, to describe the skills they currently use in courses, and to offer suggestions for how the college curriculum and advising might be changed to facilitate transfer. Students rated their current courses as more difficult than their GC courses. They reported doing more homework, especially reading, and feeling more challenged in their current coursework. They reported that their current courses required them to read textbooks and other academic materials, take tests, and write papers and reports. The types of reading, test questions, and writing assignments varied across majors. In general, students in engineering majors reported academic experiences that were different from those of other groups and included more computing, group work, and laboratory reports. Students responses to the open ended questions suggested that most students were satisfied with their experiences in GC. However, a significant minority expressed dissatisfaction and recommended curricular changes. Students also stressed the importance of careful course planning and recommended improvements in advising.