Repository logo

School of Education

Permanent URI for this communityhttps://hdl.handle.net/10217/100405

These digital collections include theses, dissertations, faculty presentations, student publications, and datasets from the School of Education. Due to departmental name changes, materials from the following historical departments are also included here: Educational Administration; Extension Education; Trade and Industrial Education; Vocational Agricultural Education; Vocational Education.

Browse

Browsing School of Education by Subject "academic success"

Filter results by typing the first few letters
Now showing 1 - 3 of 3
  • Thumbnail Image
    ItemOpen Access
    Brother to brother: a narrative inquiry of African American male experiences of academic success at Colorado State University
    (Colorado State University. Libraries, 2009) Chesson, Craig Eric, author; Kuk, Linda, advisor
    The purpose of this study was to understand how African American males at Colorado State University achieve academic success. The major questions to be answered by this study were related to how pre-collegiate and collegiate experiences of African American males impacted their academic success at Colorado State University.
  • Thumbnail Image
    ItemOpen Access
    Engineering students' and faculty perceptions of teaching methods and the level of faculty involvement that promotes academic success
    (Colorado State University. Libraries, 2008) Karpilo, Lacy N., author; Lehmann, Jean, advisor; Siller, Tom, advisor
    Student academic success is a top priority of higher education institutions in the United States and the trend of students leaving school prior to finishing their degree is a serious concern. Accountability has become a large part of university and college ratings and perceived success. Retention is one component of the accountability metrics used by accreditation agencies. In addition, there are an increasing number of states allocating funds based in part on retention (Seidman, 2005). Institutions have created initiatives, programs, and even entire departments to address issues related to student academic success to promote retention. Universities and colleges have responded by focusing on methods to retain and better serve students. Retention and student academic success is a primary concern for high education institutions; however, engineering education has unique retention issues. The National Science Board (2004) reports a significant decline in the number of individuals in the United States who are training to become engineers, despite the fact that the number of jobs that utilize an engineering background continues to increase. Engineering education has responded to academic success issues by changing curriculum and pedagogical methods (Sheppard, 2001). This descriptive study investigates the perception of engineering students and faculty regarding teaching methods and faculty involvement to create a picture of what is occurring in engineering education. The population was the engineering students and faculty of Colorado State University's College of Engineering. Data from this research suggests that engaging teaching methods are not being used as often as research indicates they should and that there is a lack of student-faculty interaction outside of the classroom. This research adds to the breadth of knowledge and understanding of the current environment of engineering education. Furthermore, the data allows engineering educators and other higher education professionals to gain insight into the teaching methods currently being utilized in engineering and reinforces the importance of student-faculty interaction and thus facilitating the creation of programs or initiatives to improve student academic success.
  • Thumbnail Image
    ItemOpen Access
    The relationship between the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS) scores and academic success of international master's students
    (Colorado State University. Libraries, 2013) Arcuino, Cathy Lee T., author; Kuk, Linda, advisor; Gloeckner, Gene W., committee member; Davies, Timothy, committee member; Aoki, Eric, committee member
    The purpose of this study was to examine if the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) are related to academic success defined by final cumulative grade point average (GPA). The data sample, from three Midwestern universities, was comprised of international graduate students who graduated within 2006-2011. The total number of students records utilized were 793 (35.7% were female and 65.3% were male). The study did not find a significant difference between TOEFL (paper-based, computer-based, and internet-based) and IELTS scores in relation to academic success. Students tended to score higher on TOEFL iBT followed by TOEFL PBT. Indian and Taiwanese students performed better on TOEFL iBT and Chinese and Indian students performed better on the TOEFL PBT. A statistical significance was found among final cumulative GPA and college program of study in relation to TOEFL and IELTS scores. Knowing more about the reasons behind international graduate students' academic success is a benefit to institutions. The findings of this study may help graduate offices in comprehensive Midwestern institutions, with the recruitment and retention of international students. The research may also assist in the evaluation of admission requirements.