It is time to review the schedule for the placement of your session in the AAACE Agenda. This is the final draft of the Schedule. When you look up your name, use the detail listing to check what days/times you asked to be placed. This is a huge program and we can accommodate necessary changes in day and time now, but may not be able to do so after September 1, 2013 except in emergencies. Please carefully check your placement and send any requests to Ginger Phillips, AAACE Conference Planner with AAACE Session Change Request in the subject line. We will respond to your email, but it may take us up to a week to do so. Thanks for your help in "fine tuning" this agenda!
The Relationship of Goal Setting to Persistence
Type of Presentation
Shared
Session Abstract
This research project was designed to investigate the impact of formal goal setting activities of adult non-traditional graduate students on their persistence to complete a master’s degree.
Target Audience
The target audience includes those in higher education at various levels (faculty, staff, leadership) who are interested in adult learning, goal setting and persistence of adult students. What can higher educational institutions do in order to assist students complete their educational goals and what internal systems are needed to help achieve that? This presentation would benefit those with an interest in adult graduate and undergraduate programs.
Learning Outcomes
Those attending this session will be able to gather additional information about accelerated programs for the adult learner and learn whether formal goal setting plans for graduate students at this university made an impact on graduation rates as well as gather added information/recommendations for further research.
Session Description
The researchers analyzed whether formal goal setting improves retention of our learners.This research is timely in that universities across the country have student success as a primary goal. For this project, the researchers hypothesized that students in a program that incorporated goal setting and monitoring procedures would graduate at higher rates than students in comparable programs that did not incorporate goal setting and monitoring. The results will assist
those in higher education determine whether formal goal setting requirements in a graduate degree program impact on persistence to complete a degree.
Efforts are made to try to schedule sessions on the day preferred by the Primary Presenter, though this cannot be guaranteed. Please check your preference.
Wednesday November 6
Primary Presenter
Dr. Jill Coddington, Regis University
Work Title
Faculty
Additional Presenters: Enters In Order.
Dr. Dorothy Williams, Regis University
Work Title
Director/Professor
Dr. Robert Collins, Regis University
Work Title
Professor