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| Format: | Recurso educativo Open Access |
|---|---|
| Language: | en |
| Published: |
1967
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED018203 |
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Table of Contents:
- GRADUATE FOLLOW-UP STUDY, 1948-1966. Followup Studies Graduate Surveys Higher Education Questionnaires Self Evaluation Surveys Transfer Students Two Year Colleges THE INFORMATION COLLECTED FOR THIS STUDY WAS INTENDED TO HELP THE COLLEGE IMPROVE ITS SERVICES, IN TIME TO COINCIDE WITH THE MOVE TO A NEW CAMPUS IN 1966. THE QUESTIONNAIRE WAS SENT TO THE 653 GRADUATES OF A 19-YEAR PERIOD, WITH 438 (67.1 PERCENT) RESPONSES. TABLES SHOW THE RETURNS FOR EACH CLASS, THE CURRENT GEOGRAPHIC LOCATION OF THE GRADUATES, WHERE THEY RECEIVED SUBSEQUENT DEGREES, REASONS GIVEN BY THOSE WHO DID NOT COMPLETE BACHELOR'S PROGRAMS, THEIR FIELDS OF SPECIALIZATION, PERCENTAGES RECEIVING CERTAIN DEGREES, THEIR PRESENT OCCUPATIONS, AND THE COMPARATIVE STRENGTHS AND WEAKNESSES OF THE COLLEGE AS REPORTED BY THE RESPONDENTS. THE GRADUATES IN GENERAL FELT THAT THE COLLEGE HAD SERVED THE COMMUNITY VERY WELL. ITS GREATEST STRENGTHS APPEARED TO BE SMALL CLASSES, SOUND FACULTY AND ADMINISTRATION, AND EXCELLENT STUDENT-TEACHER RELATIONSHIPS. OPINION WAS DIVIDED ON THE QUALITY OF THE GUIDANCE PROGRAM AND THE VARIETY OF CURRICULUMS AVAILABLE. AREAS OF WEAKNESS WERE THE ACTIVITIES PROGRAM AND AN INADEQUATE LIBRARY. THE COLLEGE, NOW KNOWING ITS STRENGTHS AND WEAKNESSES, CAN PINPOINT THE AREAS OF RESPONSIBILITY FOR CORRECTIVE ACTION AND SET A SCHEDULE FOR RECOMMENDED CHANGES. (HH)