1,764,325 research outputs found
Document: Charles D. Drake
No full textExtract from speech of Charles D. Drake, chairman of Committee of Seventy, delivered at St. Louis, October 17, 186
The Attitudes of Alumni Non-Donors, Donors, and Consecutive Donors Toward Drake University
No full textix, 113 leaves. Advisor: Charles D. RowleyThe problem. The purpose of the study was to determine if there were differences in the attitudes of alumni nondonors, donors, and consecutive donors toward Drake University. Specific areas which were examined included Drake University in general, the Drake National Alumni
Association, and Drake University and fundraising.
Procedures. A stratified random sample of 396 alumni was obtained from the 40,000 members of the Drake National Alumni Association. Stratification was based on donor classification: non-donor, donor, or consecutive donor; degree classification : undergraduate, graduate, or law degree; and, residence: Iowa or non-Iowa resident. Fifty
percent of the alumni, or 199 individuals, responded to the questionnaire. The Pearson product-moment correlation coefficient and analysis of variance were used to analyze the data.
Findings. Significant differences were found among the attitudes of alumni, based on donor classification, toward each of the topical areas about Drake University. Significant differences did not exist for degree classification or residence. The majority of alumni, regardless of donor classification, felt that attending Drake was a source of real pride to them, and that the University had contributed to their lives. The act of giving, regardless of amount, and consistent communications with alumni were important factors
in donating. Tax considerations and successful athletic programs were not important. The majority of alumni contributors would want their children to attend Drake.
Conclusions. Drake University should be pleased that the majority of alumni have positive feelings about the institution. More effort should be made to attract donors to the consecutive donor category, and to target specific mailings to alumni donors with children of college age. Nondonors should be encouraged to give, regardless of the purpose of their gifts.
Recommendations, A survey of other private comprehensive universities should be done to determine if there are similarities between the attitudes of their alumni and Drake alumni
A Follow-up Study of Doctor of Education Students at Drake University
Full text linkix, 208 leaves. Advisor: Hilda L. WilliamsProblem: Because decision-makers must choose between many competing alternatives, astute administrators will use findings from periodic
evaluations to help make suitable decisions regarding the policy and direction of an institution. This thesis is an evaluation, from the students' perspective, of the doctor of education degree offered by Drake University's School of Education.
The study has two purposes: (1) to define the demographic characteristics of the doctoral population to enable Drake to better serve the needs of the doctoral population; and (2) to ascertain from the students' perspective if Drake has realized the goals for the program.
Procedure: The population of this study are those students who were admitted to and enrolled in the doctoral core for an Ed.D. degree at Drake
University from the years 1986 to 1988. Twenty-seven students were interviewed using a combination mail survey/telephone interview
methodology.
Findings: The findings indicate the doctoral students were generally satisfied with the program. Most of the dissatisfaction was found in the major specific and class specific areas. It was found that progress toward the doctoral degree ceases at the dissertation stage. It was found that structure of the program is influencial when choosing a school to attend. It was found that Drake graduates are an integral part of the community as they participate in leadership activities. It is found that research endeavors of the students is lower than desired. It is found that students did not exhibit significant lifestyle changes after completing the doctoral
core. It is found that the students tolerate the comprehensive exam process but did not view it as valuable and suggested many nontraditional
approaches they felt would be of greater value.
Conclusions: This study contributes to a limited body of research on outcomes of doctoral education. Further, the methodology used may have contributed to the investigation's ability to obtain richer, and more detailed information in that a mail survey/phone interview combined methodology was used
Graduate Recital: Drake Mabry, composition
No full textMr. Mabry is a student of Paul Cooper.Overture, Drake Mabry -- Lux Aeterna, Drake Mabry -- String Quartet No. 2, Drake Mabry -- Quartet, Drake Mabry -- Musicale, Drake Mabr
A Follow-up Study of the Undergraduate Teacher Education Program at Drake University, 1980-1983
No full textvi, 75 leaves. Advisor: Jack Jones.The problem: The purpose of this study was to collect and analyze data received from recent graduates of the teacher education program at Drake University and to determine their perceptions of the preparation based upon program objectives. A secondary purpose was to provide information to the College of Education at Drake University.
Procedure. University records were used to locate the names and addresses of the 1980 through August 1983 graduates of Drake University's Teacher Education Program. The survey was designed to obtain demographic, educational, employment
data and the perceptions to the instructional objective statements. Two mailings produced a return of 64 percent of the surveys. The data presented the percentage of positive responses
and mean values of the program objectives. The data was divided into subgroups based upon program major and graduation years. Descriptive statistics, a t-test and a oneway analysis of variance procedures were used to test the hypotheses.
Findings. The graduates' perceptions of their program objectives paralleled the findings of previous studies. Significant differences were found in four objective items between mean values by major groups and in one objective mean value for the graduation year groups. Graduates were very or somewhat satisfied about teaching. The majority of graduates were elementary majors and female with one year of teaching experience.
Conclusion. Positive feedback and program improvements were indicated by the 1983 graduation year group. The student teaching experience was a major strength to the program, while the lack of supervision and advisement needed improvement.
Overall, the graduates indicated that Drake's teacher education program was very relevant and prepared them for the teaching profession.
Recommendations: Further research is recommended to continue follow-up studies of the teacher education program based upon curriculum, methods of instruction and faculty. These studies may need to examine the admission requirements for the education degree as well as the teaching profession "job market"
A Follow-up Study of Drake University College of Education Graduates (December 1971-August 1973)
No full textThe problem. Institutions of higher education have not escaped the call for accountability. Those who wish to hold colleges and universities accountable are demanding that
the institutions identify and measure the results of their efforts. The purpose of assessing educational outcomes is to produce information upon which decisions can be based.
Absence of knowledge about the graduates' evaluation of an institution's programs, or the extent to which graduates are perceived to be performing the activities necessary to
effectively display mastery of the stated objectives of the particular education program from which they had received instruction, seriously inhibits the various components of an
institutional community in their respective decision making functions. This study resulted from the need to devise and implement a process to evaluate the Drake University College of Education programs and graduates.
Procedure. University records were utilized to locate the names and addresses of the December, 1971 through August, 1973 graduates of Drake University's College of Education and
the graduates enrolled in colleges other than the College of Education but who had completed teacher education programs in the College of Education. Survey instruments requesting demographic data and containing educational goal and instructional objective statements reflecting the philosophy of the College of Education programs were adopted and mailed to 689 graduates, and their supervisors who had been identified and assigned to one of seven appropriate program sample groups. Survey instruments were returned by 205 graduates, and 142 of their supervisors. A Delphi Technique was employed to determine a consensus of opinion of the Drake University College of Education professional staff regarding a value standard for existing educational program objectives that would reflect a satisfactory level of program evaluation by graduates, and would reflect a satisfactory standard against which graduates were perceived by their superiors to be performing the activities necessary to effectively display mastery of the stated objectives of the particular educational program from which they had received instruction. The data collected indicated the percentage of positive response by objective considered appropriate or desirable by the faculty. Two sets of data were available for comparison: first, the percentage of positive response by objective considered appropriate or desirable by the faculty, and second, the actual response by objective on the questionnaires expressed as percent of positive response. Using the two percentage figures for each objective, it was possible to test the hypothesis that no difference existed between desired percent of positive response and actual percent of positive response. Findings and conclusions. As a consequence of this study data was analyzed that suggests that Drake University College of Education graduates are generally finding employment in the education profession, but not consistently in their area of specialized training. The graduates' perception of the relative adequacy of various aspects of the program roughly parallel the faculty's perception of program emphasis, but supervisors generally rate the graduates' performance of the objectives of Drake's program in a more positive manner than the graduates rate the same program objectives. There is a relative weakness or lack of emphasis as perceived by both faculty and graduates in the program objectives associated with community education, participation in professional groups, directing extra curricular activities, budget preparation and office management. The basic evaluation design used in this study can be integrated into continuing curriculum development and staff development processes by the Drake University College of Education
Drake University 2008 Self-Study Report
Full text linkIntroduction--Criterion 1. Mission and Integrity--Criterion 2. Preparing for the Future--Criterion 3. Student Learning and Effective Teaching--Criterion 4. Acquisition, Discovery, and Application of Knowledge--Criterion 5. Engagement and Service--Challenges and Opportunities--Appendices.The Drake University accreditation self-study was initiated in January 2004. After becoming
familiar with the new Higher Learning Commission accreditation criteria, President Maxwell
and Provost Troyer determined that the self-study process could assist the University to move
forward toward several of its assessment and planning goals. They appointed Sue Wright,
Associate Provost and Director of Institutional Research, as Self-Study Coordinator.
The Provost and Self-Study Coordinator sought agreement of individuals to serve on
the Steering Committee and to chair or co-chair criterion committees. The Steering Committee
membership was intended to emphasize the importance accorded to the tasks being undertaken
in the self-study. Chaired by the Provost, the Steering Committee included chairs of
the five Criterion Committees, the President, Vice President Business and Finance, Associate
Director of Athletics, the Chief Information Officer, and Self-Study Coordinator. The
Committee met for the first time in June 2004 and began to discuss the new accreditation
criteria. Working with committee chairs, the Steering Committee appointed members for
each of the five criterion committees.
On September 10, 2004, the self-study officially kicked off with a lunch and orientation
for all self-study committee members. At that event members were introduced to the process,
the self-study criteria and to Drake’s commitment to using the process for real self-study.
Each committee was first asked to consider how examining the University using their
criterion and its components could help Drake University better achieve its mission. These
deliberations led to several major campus initiatives discussed in Intro7.C. During succeeding
years the committees identified evidence and drafted information for the “Self-Study Report.”
With normal transition among chairs and members, the committees continued to meet
through spring 2007 when they submitted reports to the Self-Study Coordinator.
In addition to the steering and criterion committees, a publicity and promotion task
force met to recommend ways to get the campus involved in the self-study process. They also
considered issues such as publication of the requests for third-party comments. A logistics
committee prepared for the team visit.
Self-Study Committee Rosters
Self-Study Committee MinutesDrake Universit
A study of peer tutor training programs and a peer tutor training program for Drake University
Full text linkv., 169 leaves ; Advisor: Thomas B. SwissFor many years universities and colleges have had writing workshops for creative writers. However, during the late 1960s and early 1970s, college and university administrators and department heads moved to establish
workshops for remedial writers. Two things precipitated this movement: one, writing theorists recognized writing as a process, not just a product; two, the communication skills of first year students had declined dramatically.
The need to improve the writing ability of students caused schools to open writing workshops for all student writers. Because of the heavy demand for the services of the workshops, schools turned to other students to staff the workshops. These students usually had no experience working with other students and, consequently, had to be trained. How the students were trained varied with each school depending on the needsof the particular school and the students.
The project for this dissertation was to design and implement a peer tutor training program for Drake University which would be somewhat different than the program already in place. To accomplish this, literature concerning the use of peer tutors in writing workshops was reviewed and the peer tutor training programs of six schools were studied in depth. These programs are described and critically reviewed. After material had been accumulated, a training program for
new tutors in the Drake Writing Workshop was designed which was a composite of features from programs at other schools, one already in place at Drake, as well as additional components not found in other programs such as extensive information on working with foreign (ESL)students. This program was implemented with three new tutors.
The peer tutor training program that evolved
consisted of nine training sessions. The program was designed to emphasize first what tutors needed to learn about meeting and helping clients of the Workshop with their writing and later what they could learn about working with the writing process to improve their own writing. Each session is described and the reactions of the tutor trainees reported.
As a result of the peer tutor training program and
the changes taking place at Unversity, several
things need to be stressed in the next tutor training program at Drake: one, more emphasis and information needs to be given about working with ESL students; and two, because the University is moving toward intensive computer use, tutors need to be instructed about new methods of working effectively with the writing process when students use computers extensively to write papers. Also, tutors should be the writing forms and requirements disciplines other than humanities so
problem writers can be led to the Writing Workshop.
Another recommendation is that the University institute a University-wide writing requirement in all disciplines either at the junior level or sometime during the senior year which all students must complete successfully before graduation
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