Examining The Impact Of A First Year Experience Course On Student Retention And Persistence At A Midwest Two Year Public College

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Examining the Impact of a First-year Experience Course on Student Retention and Persistence at a Midwest, Two-year Public College

Author : Schenzel Jason E.
Publisher :
ISBN 13 :
Total Pages : 155 pages
Book Rating : 4.:/5 (112 download)

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Book Synopsis Examining the Impact of a First-year Experience Course on Student Retention and Persistence at a Midwest, Two-year Public College by : Schenzel Jason E.

Download or read book Examining the Impact of a First-year Experience Course on Student Retention and Persistence at a Midwest, Two-year Public College written by Schenzel Jason E. and published by . This book was released on 2018 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: A Midwest two-year technical college implemented a first-year experience (FYE) course in fall of 2017, but no formal examination into the course's impact had been conducted. The purpose of this study was to investigate the college's student retention numbers pre- and post FYE course implementation and to understand if the efforts to increase student retention had been effective. A sequential mixed methods approach was used for the study and incorporated both descriptive and inferential statistics. The study concludes with an analysis of student persistence rates at a Midwest, two-year public college pre- and post implementation of the GPS course. Results of this study could help identify any gaps in the GPS course or opportunities for improvement in the curriculum or course offerings. This study has implications within continuous improvement efforts related to student retention and persistence by assessing the college's GPS course. The development of a student experience survey for the FYE course could be used in the future as a tool or process to be re-administered to continue to improve the course and reassess its impact on student retention and persistence. The overall findings of the study on the GPS course could be generalized to other public two-year colleges with similar GPS courses.

Increasing Persistence

Author : Wesley R. Habley
Publisher : John Wiley & Sons
ISBN 13 : 0470888431
Total Pages : 513 pages
Book Rating : 4.4/5 (78 download)

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Book Synopsis Increasing Persistence by : Wesley R. Habley

Download or read book Increasing Persistence written by Wesley R. Habley and published by John Wiley & Sons. This book was released on 2012-09-04 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.

Retention and Persistence in Higher Education

Author : Tyson Ray Holder
Publisher :
ISBN 13 :
Total Pages : 192 pages
Book Rating : 4.:/5 (96 download)

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Book Synopsis Retention and Persistence in Higher Education by : Tyson Ray Holder

Download or read book Retention and Persistence in Higher Education written by Tyson Ray Holder and published by . This book was released on 2016 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated individual factors and milestones which may assist institutions in predicting first to second semester retention rates of freshmen students. While the data examined were limited to the student population enrolled at a rural community college, implications from the study could be meaningful for all institutions of higher education. The investigators examined extant data to determine whether exam scores, graduating high school GPAs/rank, and Pell Grant eligibility could be used as predictor variables in identifying students at-risk of leaving the institution. In addition, key milestones (time of registration, participation in a first year experience (FYE) course, declaring a major) were also examined to determine whether these events predicted retention. The study utilized a mixed methods approach analyzing quantitative data through linear regressions and Chi Squares that were obtained through agency records and closed-ended survey questions, while qualitative data was acquired through open-ended survey questions. Participants included 97 first-time freshmen enrolled at a southwest Missouri rural community college during the Fall 2015 semester and 1,150 students enrolled at the college between Fall 2011 and Fall 2013. The Fall 2015 first-time freshmen were asked to complete an online 24-item survey designed to extract both quantitative and qualitative data. The researchers found that ACT and Compass scores (with the exception of Compass Writing), and High School GPA/rank were strong predictors in determining first to second semester retention; however Pell Grant eligibility was found to be insignificant. Although the key milestones of time of registration, participation in a FYE course, and declaring a major were found to be insignificant in predicting retention rates of freshmen students, the qualitative data gathered suggested that the examined milestones had merit for a retention model.

College Student Mortality

Author : John Hamilton McNeely
Publisher :
ISBN 13 :
Total Pages : 124 pages
Book Rating : 4.:/5 (31 download)

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Book Synopsis College Student Mortality by : John Hamilton McNeely

Download or read book College Student Mortality written by John Hamilton McNeely and published by . This book was released on 1938 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:

An Examination of Higher Educational Stakeholders' Perceptions on the Effectiveness of Programs that Impact Student Persistence from Freshman to Sophomore Year

Download An Examination of Higher Educational Stakeholders' Perceptions on the Effectiveness of Programs that Impact Student Persistence from Freshman to Sophomore Year PDF Online Free

Author : Melissa M. Lantta
Publisher :
ISBN 13 :
Total Pages : 304 pages
Book Rating : 4.:/5 (866 download)

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Book Synopsis An Examination of Higher Educational Stakeholders' Perceptions on the Effectiveness of Programs that Impact Student Persistence from Freshman to Sophomore Year by : Melissa M. Lantta

Download or read book An Examination of Higher Educational Stakeholders' Perceptions on the Effectiveness of Programs that Impact Student Persistence from Freshman to Sophomore Year written by Melissa M. Lantta and published by . This book was released on 2013 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first year of college is critical to the growth and retention of the freshman college student. Students enter college with a wide range of backgrounds, skills and dispositions and it is the responsibility of the institution to do all it can to assist students in achieving their education goals. The purpose of this mixed methods research design was to understand the perceptions of higher educational stakeholders' on what impacts student persistence from freshman to sophomore year in order to bring forth recommendations for institutional action through Tinto and Pusser's (2006) model for institutional action. The following questions guided the study: a) What differences in perception, if any, are there between higher educational stakeholders on the impact of academic advising, relationships with a faculty and/or staff member, Supplemental instruction, feedback, and active learning on student persistence from freshman to sophomore year?, b) How do faculty members perceive their impact on student persistence?, c) How do academic advisors perceive their impact on student persistence?, d) How do faculty members' and academic advisors' perceptions on student persistence align with students' perceptions of their impact on their persistence? Case study methodology was employed to explore the retention efforts at a single university through the data collection techniques of mixed methods descriptive surveys, interviews and focus group. Approximately 250 sophomores and 25 administrators, faculty and academic advisors at a four-year public university in the Midwest participated in a survey. Following the survey, 9 students and 3 faculty participated in individual interviews and 6 academic advisors and 1 administrator participated in a focus group. The results were generally consistent with Tinto and Pusser's (2006) model of institutional action. Although support and feedback are necessary retention tools, in this study, participants claimed that involvement in extra-curricular activities and active learning experiences have a greater impact on freshman to sophomore year persistence. The research concludes that in order to increase student retention, a model of institutional action should immediately connect students to extracurricular activities that fit their interests and then link the outcomes of these activities to the learning objectives in an active learning classroom environment.

First-generation Students

Author : Anne-Marie Nuñez
Publisher : DIANE Publishing
ISBN 13 : 142892728X
Total Pages : 100 pages
Book Rating : 4.4/5 (289 download)

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Book Synopsis First-generation Students by : Anne-Marie Nuñez

Download or read book First-generation Students written by Anne-Marie Nuñez and published by DIANE Publishing. This book was released on 1998 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:

First-year College Student Interest in Second-year Retention Programs

Author : Brian Kenneth Obert
Publisher :
ISBN 13 :
Total Pages : 522 pages
Book Rating : 4.:/5 (858 download)

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Book Synopsis First-year College Student Interest in Second-year Retention Programs by : Brian Kenneth Obert

Download or read book First-year College Student Interest in Second-year Retention Programs written by Brian Kenneth Obert and published by . This book was released on 2013 with total page 522 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many higher education institutions offer first-year college students the opportunity to participate in second-year retention programs in order to support the persistence of college students who seek assistance in navigating the college experience. Research regarding the traits that characterize second-year students and what the second-year experience entails is still in progress. (Braxton, 2000; Hunter et al. 2009; Schaller, 2000, 2005, 2010; Schreiner & Pattengale, 2000). While the existing research has built the foundation for research around the second-year experience, additional research is required to compose a truly holistic picture of the second-year experience. The purpose of this study is to identify the characteristics of first-year students who choose to apply to second-year retention programs and why they choose to apply to such programs. The study will address three research questions. 1. What are the characteristics of students who apply to participate in a second-year retention program? 2. What student noncognitive variables reflect which students apply to participate in a second-year retention program? 3. What factors do first-year students consider when determining whether or not they will participate in a second-year retention program? A mixed methods explanatory design (Cresswell & Plano-Clark, 2007) was implemented to investigate the research questions. The research population was composed of 337 first-year college students, primarily first generation students and students of color, eligible for participation in a second-year retention program at a large research institution in the western United States. This study hopes to contribute to a greater understanding of the characteristics of first-year students who choose to apply to participate in second-year retention programs and why they choose to apply. The findings can inform universities as to how they can offer more effective support of second-year students in a manner relevant to their needs.

The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College

Author : Janice R. Moore
Publisher :
ISBN 13 :
Total Pages : 126 pages
Book Rating : 4.:/5 (128 download)

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Book Synopsis The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College by : Janice R. Moore

Download or read book The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College written by Janice R. Moore and published by . This book was released on 2015 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Institutions continually try to balance the access/retention/success pendulum by accepting students on a contingent or probationary basis and enrolling them in student success or support programs. These programs are offered to help colleges increase enrollment while at the same time supporting fair and equitable access policies. The two primary purposes for conducting this study are to determine what variables have the greatest impact upon student persistence or student attrition and to evaluate the effectiveness of a retention program designed to assist at-risk students. The barriers that have the largest impact upon student persistence or attrition are explored. The extent to which performance in developmental English impacts persistence and attrition are examined as well as the effectiveness of a retention program specifically designed to assist students accepted contingently to college. The goal of this study examines how one institution's retention program was interpreted and experienced by students and what impact it had upon those students' persistence and overall college success. This study further examines the necessity for institutions to assess established policies and processes as inadvertent barriers to success. According to Laskey and Hetzel, 41 percent of entering community college students, and 29 percent of all entering college students are under prepared in at least one of the basic skills.

Why the First-Year Seminar Matters

Author : Christine Harrington
Publisher : Rowman & Littlefield
ISBN 13 : 1475842481
Total Pages : 164 pages
Book Rating : 4.4/5 (758 download)

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Book Synopsis Why the First-Year Seminar Matters by : Christine Harrington

Download or read book Why the First-Year Seminar Matters written by Christine Harrington and published by Rowman & Littlefield. This book was released on 2018-08-10 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Why the First-Year Seminar Matters: Helping Students Choose and Stay on a Career Path provides an overview of the Guided Pathways movement and the critical role that the first-year seminar can play in setting the stage for student success. After reviewing the extensive history and research on first-year seminars, Harrington and Orosz suggest that the time is right for colleges and universities to re-imagine the first-year seminar course within the Guided Pathways framework. More specifically, by increasing the focus on career exploration and decision-making and addressing key success skills students need, the first-year seminar can serve as an essential foundational element of Guided Pathways. Readers will find the practical suggestions on how to engage in backward course redesign and the making the case data helpful as they aim to address equity gaps and require this course of all incoming first-year students.

Dissertation Abstracts International

Author :
Publisher :
ISBN 13 :
Total Pages : 498 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Dissertation Abstracts International by :

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-08 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Non-traditional Student Persistance Amid the Transition to Corequisite Remediation

Author : Priscilla Renee Burns
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (135 download)

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Book Synopsis Non-traditional Student Persistance Amid the Transition to Corequisite Remediation by : Priscilla Renee Burns

Download or read book Non-traditional Student Persistance Amid the Transition to Corequisite Remediation written by Priscilla Renee Burns and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative, correlational study was conducted to examine how persistence of nontraditional college students is influenced by participation in developmental education and academic support courses. The persistence rate of students, especially nontraditional students, can have a profound impact on today’s workforce and the funding of the postsecondary institution. This predictive correlational study utilized logistic regression to examine the relationship between the predictor variables (developmental mathematics, developmental reading, and academic support courses) and the criterion variable (persistence to the next academic year). The sample for each research question was comprised 100 first-year college freshman who met at least one of the seven indicators of nontraditional college students. These participants, drawn from a convenience sample, were enrolled in a 2-year community college in the southern United States. This study utilized the college’s student information system database to obtain archival demographic and enrollment data. The results of this study present many considerations for corequisite remediation transition. While analysis showed no significant relationship for developmental reading courses in combination with academic support course on persistence, a significant correlation existed between developmental math and academic support courses and persistence. This study concludes with recommendations for future research including conducting a comparative analysis study that compares persistence for nontraditional and traditional college students.

The Second Year Itch

Author : Nora Allen Scobie
Publisher :
ISBN 13 :
Total Pages : 286 pages
Book Rating : 4.:/5 (699 download)

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Book Synopsis The Second Year Itch by : Nora Allen Scobie

Download or read book The Second Year Itch written by Nora Allen Scobie and published by . This book was released on 2010 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: The persistence of second-year college students is gaining attention nationally. Vast resources have been dedicated to the retention of first-year students only to lose them at some point during the second year. Much of the research about the second-year experience is qualitative and focused on institutional inputs. This study examined pre-entry variables that predict second year attrition. The pre-matriculation factors and background characteristics as outlined by Tinto (1993) served as the focus of this study. The participants of this study were first-time, full-time freshmen that attended the University of Louisville 2004 summer orientation, participated in the College Student Inventory Form-B survey, enrolled, and matriculated to the 2004 fall semester at the University of Louisville. The College Student Inventory Form-B data was used to analyze pre-entry levels of motivation, commitment, and selected background variables. A logistic regression model was used to predict the student outcomes of persistence and non-persistence for enrollment in the fourth and fifth semesters, which constituted the second year for traditional, first-time, full-time freshmen. Findings from this study suggest that second-year students have experiences and needs distinct from those of first-year students.

First-year Seminars and Student Persistence in Selected 4-year Institutions

Author : Jennifer LaVera Wycoff
Publisher :
ISBN 13 :
Total Pages : 131 pages
Book Rating : 4.:/5 (895 download)

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Book Synopsis First-year Seminars and Student Persistence in Selected 4-year Institutions by : Jennifer LaVera Wycoff

Download or read book First-year Seminars and Student Persistence in Selected 4-year Institutions written by Jennifer LaVera Wycoff and published by . This book was released on 2014 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: Matriculating to college is a critical time in the life of transitioning students. Students in their first year of college face change the transition to being independent and meeting people from diverse backgrounds. Colleges and universities recognize the first year of college as one of the most impressionable aspects of student life. Colleges and universities have created experiences designed around the concept of assisting in the integration of students in their first year of college. First-year experience (FYE) courses or first-year seminars (FYSs) were designed to provide students with tools and skills they needed as first-year students in college, as well to help students persist from one year to the next. This study sought to determine which aspects of a FYS demonstrate the best approach to assisting students with successful integration to college, which can affect increased persistence to the sophomore year or increase persistence to graduation using secondary data from the 2006 National Survey on First-Year Seminars (NSFYS). Descriptive statistics and binary logistic regressions were employed to analyze the data and to answer the research questions. The sample used for this study included respondents who participated in the 2006 NSFYS and agreed to release their responses anonymously for research purposes. Results indicated course topics are a significant predictor of persistence to the sophomore year for moderate-selective institutions. When examining the persistence to graduation model, course topics, course objectives, and other course characteristics are significant for low-selectivity institutions.

The Impact of a First-year Experience Program on the Retention of Underrepresented Students at a Predominately White Institution

Author : Karen DeVose
Publisher :
ISBN 13 :
Total Pages : 116 pages
Book Rating : 4.:/5 (111 download)

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Book Synopsis The Impact of a First-year Experience Program on the Retention of Underrepresented Students at a Predominately White Institution by : Karen DeVose

Download or read book The Impact of a First-year Experience Program on the Retention of Underrepresented Students at a Predominately White Institution written by Karen DeVose and published by . This book was released on 2019 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the impact of a first-year experience program on the retention of underrepresented minority students at an urban private predominately White institution. The study addressed the following research question: How do students articulate the value of their first-year experience program in helping them persist from freshman to sophomore year? The researcher conducted an interpretive phenomenological analysis (IPA) through three semi-structured interviews with four self-identified underrepresented minority undergraduate students to examine their perceptions of how the program influenced their retention from freshman to sophomore year. In the final analysis, each interviewee felt that the first-year experience program could contribute to their ability to be retained until their sophomore year. The study also concluded that peer mentoring has a positive effect on social integration, retention, and student satisfaction with the university for first-year unrepresented minority students. Therefore, this study recommends that the Student Success Program change its mentorship model from a cascade to a peer mentorship model to improve retention and social integration for underrepresented minority students in their first year.

The Impact of Participation in a First-year Seminar on Increased Usage of Campus Resources, Academic and Social Integration and First-to-second-semester Persistence at a Two-year Community and Technical College

Download The Impact of Participation in a First-year Seminar on Increased Usage of Campus Resources, Academic and Social Integration and First-to-second-semester Persistence at a Two-year Community and Technical College PDF Online Free

Author : Kaye Lafferty
Publisher :
ISBN 13 :
Total Pages : 198 pages
Book Rating : 4.:/5 (922 download)

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Book Synopsis The Impact of Participation in a First-year Seminar on Increased Usage of Campus Resources, Academic and Social Integration and First-to-second-semester Persistence at a Two-year Community and Technical College by : Kaye Lafferty

Download or read book The Impact of Participation in a First-year Seminar on Increased Usage of Campus Resources, Academic and Social Integration and First-to-second-semester Persistence at a Two-year Community and Technical College written by Kaye Lafferty and published by . This book was released on 2015 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student attrition has been a focus of college administrators for many years and will remain a critical concern for higher education (Bean, 1985; Tinto, 1987). The problem of student attrition is more severe at community colleges than at four-year institutions (Andreu, 2002; Lundberg, 2002; McCabe, 2000). Many institutions are implementing first-year seminar programs to increase persistence during the first year of college. The purpose of this study was to ascertain whether participating in a first-year seminar course will increase a student's academic engagement and attachment to the environment, usage of campus resources and participation in campus events, use of the counseling center, and commitment to complete, as well as decrease outside barriers compared to students that do not participate in a first-year seminar course. This study utilized the theoretical frameworks from Tinto's (1993) student integration model, Bean and Metzner's (1985) student attrition model, and Braxton, Hirschy, and McClendon's (2004) revised student attrition model. The study employed a cross-sectional posttestonly control design. Data were obtained from a convenience sample and an administered questionnaire. Descriptive and inferential statistical calculations were performed, including multivariate analyses of variance. The research showed that students attending a first-year seminar reported being more academically engaged (F[1, 246] = 33.1, p = .00) and attached to the environment (F[1, 246] = 32.9, p = .00). Students attending a first-year seminar reported using more campus resources (F[1, 246] = 72.9, p = .00), participating in more campus events (F[1, 246] = 21.8, p = .00), using more counseling services (F[1, 246] = 16.13, p = .00), and being more committed to complete (F[1, 246] = 6.7, p = .01]. Other findings included that African-American students reported greater benefits from the first-year seminar than Caucasian students and that greater benefits were reported by full-time students and older students (>25) than part-time and younger students (18-25). Limitations, implications for practice, and recommendations for future study are presented.

A Study of Student Persistence as an Outcome of Participation in an Extended Orientation Course

Author : Joanne Eleanora Nottingham
Publisher :
ISBN 13 :
Total Pages : 130 pages
Book Rating : 4.:/5 (223 download)

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Book Synopsis A Study of Student Persistence as an Outcome of Participation in an Extended Orientation Course by : Joanne Eleanora Nottingham

Download or read book A Study of Student Persistence as an Outcome of Participation in an Extended Orientation Course written by Joanne Eleanora Nottingham and published by . This book was released on 1989 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Student Experience: The Effects of Three College Retention Strategies on First-Generation Student Success Outcomes

Author : Erica Woods-Warrior
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (882 download)

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Book Synopsis The Student Experience: The Effects of Three College Retention Strategies on First-Generation Student Success Outcomes by : Erica Woods-Warrior

Download or read book The Student Experience: The Effects of Three College Retention Strategies on First-Generation Student Success Outcomes written by Erica Woods-Warrior and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the growing importance of post-secondary degree attainment, existing research indicates that first-generation students (FGS) at 4-year colleges and universities are twice as likely as their peers to drop-out of school before their second year of study, and a great proportion of these students never return to complete their undergraduate degree. The present study collected and analyzed institutional data to determine the impact of three programmatic strategies on student retention and academic outcomes for FGS. The strategies are: lower/upper-level student integration, faculty mentorship, peer mentorship, and Communities of Learning (CoL). Each was investigated in the context of a student retention program at a historically Black College and university (HBCU) using multivariate analysis. The sample used for this study was 75 first-year, full-time FGS currently enrolled in the retention program at a private, 4-year institution. The results indicate that of the three retention strategies studied, faculty mentorship and students' participation in CoL activities most greatly impact their engagement. Additionally findings suggest that while none of the three strategies are direct correlates to retention, all three may act as mediators to improve engagement, which has been historically linked to retention.