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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1988
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED299918 |
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| _version_ | 1867181866976542720 |
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| author | Amos, Arthur K., Jr. |
| author_facet | Amos, Arthur K., Jr. Amos, Arthur K., Jr. |
| collection | Education Resources Information Center |
| contents | The Davis Academic Environment. A Report of Student Opinions. Amos, Arthur K., Jr. Academic Achievement College Environment College Faculty College Students Educational Assessment Educational Environment Graduate Students Higher Education Majors (Students) Outcomes of Education Professional Education School Policy School Surveys State Universities Student Attitudes Student College Relationship Student Development Teacher Attitudes Undergraduate Students The perceptions of undergraduate, graduate, and professional students at the University of California-Davis regarding campus strengths and weaknesses are presented. Data collected with a survey mailed to a stratified random sample of 1,565 students are used. Eight sections look at the following: (1) academic major programs (course content in the major, major instruction, and program flexibility); (2) courses and classes (course variety, availability of courses, and class size); (3) faculty (instructor availability and faculty attitudes about students); (4) policies and procedures (testing/grading system, academic probation and suspension policies, and cheating); (5) academic facilities and services (classroom facilities, laboratory facilities, study areas, library facilities and services, computer services, and tutorial services); (6) educational outcomes (intellectual growth, writing ability, and preparation for future occupation); (7) overall evaluation; and (8) conclusions and recommendations. Some of the major findings from the study are as follows: Davis students generally report higher levels of satisfaction with components of the academic environment than those reported by their national counterparts; undergraduates respond positively to questions about their major programs; Davis is already showing early effects of growth and crowding; and most undergraduates report that Davis has made a very large or large contribution to their intellectual growth. An appendix offers responses to individual questions in 22 tables. (SM) |
| format | Recurso educativo Open Access |
| id | eric_ED299918 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1988 |
| record_format | eric |
| spellingShingle | The Davis Academic Environment. A Report of Student Opinions. Amos, Arthur K., Jr. Academic Achievement College Environment College Faculty College Students Educational Assessment Educational Environment Graduate Students Higher Education Majors (Students) Outcomes of Education Professional Education School Policy School Surveys State Universities Student Attitudes Student College Relationship Student Development Teacher Attitudes Undergraduate Students The Davis Academic Environment. A Report of Student Opinions. Amos, Arthur K., Jr. Academic Achievement College Environment College Faculty College Students Educational Assessment Educational Environment Graduate Students Higher Education Majors (Students) Outcomes of Education Professional Education School Policy School Surveys State Universities Student Attitudes Student College Relationship Student Development Teacher Attitudes Undergraduate Students The perceptions of undergraduate, graduate, and professional students at the University of California-Davis regarding campus strengths and weaknesses are presented. Data collected with a survey mailed to a stratified random sample of 1,565 students are used. Eight sections look at the following: (1) academic major programs (course content in the major, major instruction, and program flexibility); (2) courses and classes (course variety, availability of courses, and class size); (3) faculty (instructor availability and faculty attitudes about students); (4) policies and procedures (testing/grading system, academic probation and suspension policies, and cheating); (5) academic facilities and services (classroom facilities, laboratory facilities, study areas, library facilities and services, computer services, and tutorial services); (6) educational outcomes (intellectual growth, writing ability, and preparation for future occupation); (7) overall evaluation; and (8) conclusions and recommendations. Some of the major findings from the study are as follows: Davis students generally report higher levels of satisfaction with components of the academic environment than those reported by their national counterparts; undergraduates respond positively to questions about their major programs; Davis is already showing early effects of growth and crowding; and most undergraduates report that Davis has made a very large or large contribution to their intellectual growth. An appendix offers responses to individual questions in 22 tables. (SM) |
| title | The Davis Academic Environment. A Report of Student Opinions. |
| topic | Academic Achievement College Environment College Faculty College Students Educational Assessment Educational Environment Graduate Students Higher Education Majors (Students) Outcomes of Education Professional Education School Policy School Surveys State Universities Student Attitudes Student College Relationship Student Development Teacher Attitudes Undergraduate Students |
| url | https://eric.ed.gov/?id=ED299918 |