Browsing by Author "delMas, Robert"
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Item An Anaylsis of the General College Placement Tests(University of Minnesota: General College, 1987-09-15) Garfield, Joan; delMas, RobertItem Characteristics of Selected Lower Division Courses at the Unviersity of Minnesota(University of Minnesota: General College, 1995-11) Wambach, Catherine; Woods, Martie; delMas, RobertThe 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.Item Commanding English 1989-1996 Tracking Study(University of Minnesota: General College, 1997-05-15) delMas, Robert; Murie, RobinItem A Description of New General College Students, Fall 1986(University of Minnesota: General College, 1987-06-15) Garfield, Joan; delMas, RobertItem Evaluating Freshman Composition: A Multimethod A(University of Minnesota: General College, 1998-05-20) Wambach, Catherine; delMas, RobertThis paper describes 4 studies that were used to evaluate the freshman writing courses offered to basic writers at a major research university. The evaluation was prompted by an institutional decision to eliminate post-admission writing placement and place all freshmen into college level writing courses. The studies investigated course completion rates, performance in subsequent courses, student opinion of course difficulty and analysis of student writing. The studies suggest that the courses are effective in achieving their goals.Item General College Entering Freshmen: Fall 1991 to Fall 1997(University of Minnesota: General College, 1998-09-22) delMas, RobertItem General College Transfer Rates: Relationship Between Recent Increases and Precollege Preparation(University of Minnesota: General College, 2000-05-01) delMas, Robert; Hatfield, JenniferItem Preliminary Findings from a Study of the General College Writing Program(University of Minnesota: General College, 2006-09-09) Kassner-Adler, Linda; Reynolds, Tom; delMas, RobertThis is a summary of methodology and preliminary findings from a study of the General College Writing Program. Data were during the winter quarter of 1996 and analyzed during the summer of 1996.Item Preliminary Report on the Validity of the General College Mathematics Course Placement System(University of Minnesota: General College, 1995-03-15) delMas, RobertItem A Profile of General College Students 1986-1987(University of Minnesota: General College, 1987-09-15) Garfield, Joan; delMas, RobertItem Protecting Access for Less Qualified Students at a Major Research University(University of Minnesota: General College, 1996-05-06) Wambach, Catherine; delMas, RobertItem The Relationship Between GC 1422 and Other Composition Courses Offered at the University of Minnesota(University of Minnesota: General College, 1994-12-01) delMas, RobertItem When No Relationship is a Good Relationship(University of Minnesota: General College, 1998-05-20) delMas, RobertThis paper presents a multi-method assessment of the effectiveness of a developmental college that serves underqualified students who would not normally be admitted to a major research University. The relationship between precollege predictors and college academic outcomes was assessed. All correlations were weak with none of the precollege predictors accounting for more than 10% of the variance in any of the college outcome measures. Comparisons of retention, transfer, academic standing, and graduation rates with national estimates and University statistics are presented to argue for an overall positive effect on students regardless of their prior academic preparation.