Does the GRE General Test Predict More than Just First Year Graduate GPA?

Mapping Intimacies ◽

10.31234/osf.io/cypf5 ◽

2021 ◽

Author(s):

Brent Bridgeman

Keyword(s):

Graduate School ◽

First Year ◽

Computer Engineering ◽

State University ◽

Ivy League ◽

Engineering Programs ◽

School Programs ◽

General Test ◽

Relationship Of ◽

Writing Scores

Graduate school programs that are considering dropping the GRE as an admissions tool often focus on claims that the test is biased and does not predict valued outcomes. This paper addresses the bias issue and provides evidence related to the prediction of valued outcomes. Two studies are included. The first study uses data from chemistry and computer engineering programs from a flagship state university and an Ivy League university to demonstrate the ability of the GRE to predict dropout. The second study shows the relationship of GRE Analytical Writing scores to writing produced as part of graduate school coursework. In both studies results that are both practically and statistically significant are presented.

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The GRE and Students With Disabilities: A Validity Study at 10 Universities

Council review ◽

10.1177/0014402919872688 ◽

2019 ◽

Vol 86 (2) ◽

pp. 193-208

Author(s):

Guangming Ling ◽

Heather Buzick ◽

Vinetha Belur

Keyword(s):

Students With Disabilities ◽

Grade Point Average ◽

Graduate School ◽

First Year ◽

Professional Schools ◽

Grade Point ◽

Differential Prediction ◽

Different Types ◽

General Test ◽

Grading Scale

We evaluated the validity of using the GRE General Test to assist with graduate school admissions for individuals with disabilities. We studied a sample of 16,239 graduate students from 10 U.S. research universities in three groups: students without any reported disabilities, students who reported disabilities and took the computer-delivered GRE with accommodations, and students who reported disabilities but took the computer-delivered GRE without accommodations. We examined differential prediction using multilevel modeling and residual analyses. The results revealed that the first-year graduate grade point average of students with disabilities was neither over- nor underpredicted by more than one tenth of a point on the 0- to 4-grading scale. However, variations on the magnitude and direction of differential prediction existed among students with different types of disabilities. We discuss data collection needs and research on students with disabilities attending graduate and professional schools.

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THE RELATIONSHIP OF GRE GENERAL TEST SCORES TO FIRST-YEAR GRADES FOR FOREIGN GRADUATE STUDENTS: REPORT OF A COOPERATIVE STUDY

ETS Research Report Series ◽

10.1002/j.2330-8516.1986.tb00199.x ◽

1986 ◽

Vol 1986 (2) ◽

pp. i-70

Author(s):

Kenneth M. Wilson

Keyword(s):

Graduate Students ◽

Test Scores ◽

First Year ◽

Cooperative Study ◽

General Test ◽

Relationship Of ◽

The Relationship

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ON THE USE OF REFLECTIVE WRITING EXERCISES FOR IMPROVING STUDENT LEARNING OF CONCEPTUAL AND TECHNICAL PROBLEMS IN ENGINEERING

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.vi0.13827 ◽

2019 ◽

Author(s):

Lawrence R. Chen ◽

Maxime Jacques ◽

Zeinab Sobhanigavgani

Keyword(s):

Reflective Writing ◽

First Year ◽

Computer Engineering ◽

Technical Problems ◽

Engineering Programs ◽

Self Reflection ◽

Self Regulated Learning ◽

Improving Student Learning ◽

The Impact ◽

Writing Exercises

Self-reflection and reflective writing are often used to promote self-regulated learning amongst students (Nilson, 2013). A number of engineering programs are incorporating greater opportunities for student reflection (Turns et al., 2014); at the same time, there is a growing need for additional research on the impact of selfreflection and reflective exercises in engineering education (Clark and Dickerson, 2019). We describe the implementation and examine the impact of two types of reflective writing exercisesan exam wrapper and selfevaluation in two Electrical and Computer Engineering courses, a fundamental first year course on signals and systems and a final year technical elective course on photonics.

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Effectiveness of Admission Criteria on Student Performance in Classroom and Field Instruction

Advances in Social Work ◽

10.18060/53 ◽

2004 ◽

Vol 5 (1) ◽

pp. 33-46 ◽

Cited By ~ 7

Author(s):

M. Thomas ◽

Roseanna McCleary ◽

Patricia Henry

Keyword(s):

Student Performance ◽

Graduate School ◽

Field Performance ◽

First Year ◽

Admission Criteria ◽

Classroom Performance ◽

Field Instruction ◽

Social Work Educators ◽

School Programs ◽

Program Graduate

This study examines the effectiveness of admission criteria on graduate student performance in classroom and field instruction in a new MSW program. Graduate applicants’ undergraduate GPA, GRE, and total weighted admission score consisting of four items were gathered. These were correlated with their classroom and field instruction performance. Findings reveal that GRE, undergraduate GPA, and total weighted admission scores are significantly correlated with their classroom performance. End of first year cumulative GPA and human service experience were identified as significant predictors of field performance. Implications of these findings for social work educators and graduate school programs are discussed.

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Connecting Incoming Freshmen With Engineering Through Hands-On Projects

American Journal of Engineering Education (AJEE) ◽

10.19030/ajee.v2i2.6636 ◽

2011 ◽

Vol 2 (2) ◽

pp. 31-42

Author(s):

Suxia Cui ◽

Younhui Wang ◽

Yonggao Yang ◽

Felecia M. Nave ◽

Kendall T. Harris

Keyword(s):

Faculty Members ◽

Attrition Rate ◽

First Year ◽

Computer Engineering ◽

Engineering Technology ◽

Engineering Programs ◽

Hands On ◽

Incoming Freshmen ◽

College Of Engineering ◽

High Attrition Rate

Engineering programs suffer a high attrition rate, which causes the nation to graduate much less engineers. A survey of the literature reveals that the high attrition rate is due mainly to the fact that the first year of an engineering program is all fundamental theory and students don't see the connection to their future engineering careers. To address this problem, educators in the Roy G. Perry College of Engineering at Prairie View A&M University launched a five-week summer camp entitled “College of Engineering Enhancement Institute (CE2I)” aimed at improving the performance of incoming freshmen in mathematics by one level and a smoother transition between high school and college. Each department in the college participated by introducing their individual curriculum through hands-on projects designed by faculty members. Computer Engineering, Computer Science and Computer Engineering Technology programs implemented multimedia projects to tie the incoming freshman to their selected majors. Results show that the camp met the expectations and successfully points the directions for our future engineering education practices.

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Relationship of stress and performance among first-year dental students

Journal of Dental Education ◽

10.1002/j.0022-0337.1986.50.5.tb01996.x ◽

1986 ◽

Vol 50 (5) ◽

pp. 264-267 ◽

Cited By ~ 10

Author(s):

GH Westerman ◽

TG Grandy ◽

JV Lupo ◽

RE Mitchell

Keyword(s):

Dental Students ◽

First Year ◽

And Performance ◽

Relationship Of

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Implementation of the Second-year course in an Engineering Professional Spine

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.13070 ◽

2018 ◽

Author(s):

Umar Iqbal ◽

Deena Salem ◽

David Strong

Keyword(s):

Learning Outcomes ◽

Research University ◽

Engineering Students ◽

Employability Skills ◽

First Year ◽

Computer Engineering ◽

Core Courses ◽

Second Year ◽

First Time ◽

Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

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First-Year Engineering Computing Courses in Canadian Engineering Programs

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.4635 ◽

1969 ◽

Author(s):

Sean Maw ◽

Janice Miller Young ◽

Alexis Morris

Keyword(s):

Problem Solving ◽

Engineering Students ◽

Expected Value ◽

Knowledge Development ◽

First Year ◽

Recent Past ◽

Engineering Programs ◽

Digital Computation ◽

Pedagogical Philosophies ◽

Introductory Computing

Most Canadian engineering students take a computing course in their first year that introduces them to digital computation. The Canadian Engineering Accreditation Board does not specify the language(s) that can or should be used for instruction. As a result, a variety of languages are used across Canada. This study examines which languages are used in degree-granting institutions, currently and in the recent past. It also examines why institutions have chosen the languages that they currently use. In addition to the language used in instruction, the types and hours of instruction are also analyzed. Methods of instruction and evaluation are compared, as well as the pedagogical philosophies of the different programs with respect to introductory computing. Finally, a comparison of the expected value of this course to graduates is also presented. We found a more diverse landscape for introductory computing courses than anticipated, in most respects. The guiding ethos at most institutions is skill and knowledge development, especially around problem solving in an engineering context. The methods to achieve this are quite varied, and so are the languages employed in such courses. Most programs currently use C/C++, Matlab, VB and/or Python.

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