Date of Award

12-1-1995

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

Abstract

This study obtained demographic data and information concerning the academic experiences, transfer experiences, and employment experiences of Turtle Mountain Community College (TMCC) students who graduated from 1980 to 1990, as determined by responses to a questionnaire which was developed for this specific purpose. There were 278 respondents to the survey, and they represented 55.2% of the total number of student graduates.

The data were analyzed utilizing the t test and Chi-square techniques to determine significant differences of variables between graduates on the basis of gender and by year of graduation. The testable hypotheses were stated in the null form, and alpha was set at the .05 level of significance.

A statistically significant difference was found when comparing the level of satisfaction at TMCC and at the four-year transfer institution and when comparing whether TMCC should have helped and actually did help graduates.

There was a statistically significant difference according to year of graduation in the categories of highest degree currently held, whether current job was related to TMCC program of study, current job location, and job classification. There was a statistically significant difference between males and females in the categories of age, situation prior to entering TMCC, important reasons for attending TMCC, whether the most important reason was satisfied, whether TMCC helped to achieve the main reason for attending TMCC, and when comparing the four-year transfer institution to TMCC.

The data led to the conclusion that TMCC is providing access to postsecondary education for Chippewa tribal members. Graduates were likely to be employed in professional and skilled occupations on the reservation. Graduates were generally positive about TMCC's academic programs. Academics were appropriate and were meeting the needs of the students. The college was viewed as responsive to tribal educational needs, and the curriculum was perceived as reflecting these needs. Indian instructors and Indian culture integrated into programs were important reasons for attending TMCC. TMCC met its transfer mission. In-state four-year transfer colleges enrolled most graduates who transferred. The quality of instruction at TMCC was perceived to be equal to that of the transfer institution.

Download

Share

COinS