3 out of 12 students gave back positive results and the awarded program

3 out of 12 students gave back positive results and

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listed. 3 out of 12 students gave back positive results, and the awarded program response was given 3 points. Those of the most substantial numbers in the report did not exceed 2 points and was accompanied by the given formulations: “There was not any structure to the program, no clear path from the beginning course to the last course” (Banta & Palomba, 2015). For any college institution, a definite program roadmap needs to be established. The syllabus provides specific details on what is expected by each student while providing clear dictations of required assignments with small transitions from one course to the next in each program. A stronger connection between the books and materials given in class could benefit students more (Banta & Palomba, 2015). Other feedback that was obtained related to the instructions. Many students stated that the instructions for the given assignments were not clear and hard to understand, leaving many asking questions for clarification on how the assignment as to how it should be appropriately completed. There were 66.6% students who had provided negative feedback given to how the instruction in class was not explicit and how the curriculum
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INSTITUTIONAL OVERVIEW 4 was missing many elements regarding the textbook for that course of the program (Banta & Palomba, 2015). Data from Outside Sources Regarding the improvement of the BA program in Mathematics, enrollment and student learning outcomes are vital components of the student’s success (MDHE, 2015). External factors must be included providing statistical analysis in which confirms or disproves the received information. According to NCES, “from the year 2000 into the late 2015s, the total number of undergraduate enrollments in the degree-seeking programs within post-secondary educational institutions had increased by 30% (NCES 2017), The number of students regarding these statistical numbers went from 13.2 million to over 17 million. However, the records regarding the college provide an insight of declined numbers for this type of indicator. Due to the figures given, there is a possibility that the challenges lay within the internal factors of the program as opposed to relating to the external factors as to why there is a difference in statistical data being obtained (NCES, 2017). We are aware that Jamestown is receiving financial support, giving them an advantage of keeping the quality of structure and professors that they have maintained. Given this, the actions by the state legislators of Rhode Island has limited the performance based-funding (NCSL, 2016). In the year of 2016, the Senator of Rhode Island enacted an additional Bill 2392 which states, “if an institution does not meet the performance objective, the funding associated with that objective is still awarded to the institution, but the institution must use the funding to take corrective action” (NCSL, 2016). Another factor that could be affecting the enrollment of students is the costs of them obtaining a college education, which remains a significant barrier towards their decision of enrolling into a college institution (RIOPC, 2016).
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  • Fall '19
  • Jamestown College

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