COMPARING AND CONTRASTING STUDENT CHARACTERISTICS IN SELECTED COMMUNITY COLLEGES, FOUR-YEAR SCHOOLS, AND PRIVATE COLLEGES

MATHENEY, Ronald K., Dept. of Geology and Geological Engineering, University of North Dakota, MS 8358, Grand Forks, ND 58202-8358, STEMPIEN, Jennifer A., Department of Geological Sciences, University of Colorado at Boulder, 2200 Colorado Ave, Boulder, CO 80309, MCCONNELL, David A., Marine, Earth and Atmospheric Sciences, North Carolina State University, Raleigh, NC 27695, BYKERK-KAUFFMAN, Ann, Geological and Environmental Sciences, California State Univ, Chico, 400 W. 1st St, Chico, CA 95929-0205, WILSON, Meredith J., Scottsdale Community College, 9000 E. Chaparral Rd, Scottsdale, AZ 85256-2626, WIRTH, Karl R., Geology Department, Macalester College, Saint Paul, MN 55105, PERKINS, Dexter, Dept. of Geology and Geological Engineering, University of North Dakota, 81 Cornell Street Stop 8358, Grand Forks, ND 58202-8358, PUTKONEN, Jaakko, Department of Earth and Space Sciences and Quaternary Research Center, Univ of Washington, MS 351310, Seattle, WA 98195, VAN DER HOEVEN KRAFT, Katrien J., Physical Sciences, Mesa Community College at Red Mountain, 7110 East McKellips Road, Mesa, AZ 85207 and VISLOVA, Tatiana, Earth Sciences, SUNY College at Oneonta, 885 Westview Drive, Shoreview, MN 55126, ronald.matheney@und.edu

Incoming geoscience student attitudes measured by the MSLQ (Motivated Strategies for Learning Questionnaire) vary significantly between some institutions participating in the ongoing GARNET (Geoscience Affective Research NETwork) study. Participating schools in 2009-2010 included two community colleges (Maricopa, North Hennepin), one Masters-granting public university (California State University, Chico), three Ph.D.-granting public universities (University of Colorado, University of North Dakota, North Carolina State University), and one private four-year college (Macalester). The MSLQ contains15 subscales. Scores on at least 12 subscales were statistically similar for several schools (University of North Dakota, North Carolina State University, University of Colorado, North Hennepin Community College). In contrast, scores for two schools (Maricopa Community College, California State University, Chico) were statistically different for 5 subscales, and those for one school (Macalester) were different on 11 subscales.

Students at Maricopa Community College (one participating instructor) and Macalester College (one instructor) scored significantly higher than students at other schools in Task Value, Control of Learning Beliefs, Self-Efficacy, Effort Regulation, and Help Seeking. In addition, students at Macalester College scored significantly higher in Intrinsic Goal Orientation, Elaboration, and Metacognitive Self-Regulation, and significantly lower in Extrinsic Goal Orientation. Students at California State University, Chico (three instructors), scored lower than students at other participating schools in Intrinsic Goal Orientation, Task Value, Control of Learning Beliefs, and Self-Efficacy, and higher in Peer Learning. Test Anxiety, Rehearsal, Organization, and Critical Thinking subscales were comparable among institutions.

These results suggest that we must use caution in applying results and intervention strategies from one campus to another.

Session No. 248--Booth# 43

Geoscience Education (Posters)

Wednesday, 3 November 2010: 8:00 AM-6:00 PM

Hall D (Colorado Convention Center)

Geological Society of America Abstracts with Programs. Vol. 42, No. 5, p.584

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