This study explores the lived experiences of first-year, rural, Oregon students in their initial entry to college. Through qualitative research involving one-on-one interviews with 10 participants, the author examines the transition of rural students into higher education, common experiences of rural students in their first term of college, and perceived...
The topic of student success is beginning to grow in popularity throughout the United States. Student success has a wide variety of definitions ranging from a direct definition of graduation to an indirect definition of a student setting a goal of finishing a class successfully. Now there are stakeholders such...
The purpose of this study was to determine the strengths and
weaknesses of the business program at Southern Oregon College,
Ashland, Oregon. It was assumed that former students of the Business
Division could make a rational evaluation of their college education
and so state the effectiveness of the preparation in...
The purposes of the study were to: 1) evaluate health knowledge competencies,
2) assess health skills, and 3) determine interrelationships among health knowledge,
health skills, and self-reported behavioral demographic variables for Oregon
entry-level college freshmen who had graduated from Oregon schools. An instrument,
the "Health Education Survey," was developed with...
Published August 1937. Facts and recommendations in this publication may no longer be valid. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalog
This is a study of the process of collaboration between a community college and selected social service agencies for the purpose of developing an integrative social service and education delivery system, the One-Stop Center. Particular focus is on the interpersonal dynamics among the key stakeholders involved in a collaborative partnership....
Reform in science education has often emphasized task-based learning as an instructional method to improve student understanding and retention of concepts, and to promote the development of reasoning and problem-solving. Yet studies assessing student knowledge at the beginning and end of a task-based class show mixed results. Students in task-based...