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The Impact Of Exposure To Early College Students On Community College Student Academic And Social Integration
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Book Synopsis The Impact of Exposure to Early College Students on Community College Student Academic and Social Integration by : Catherine Fairley Pollock
Download or read book The Impact of Exposure to Early College Students on Community College Student Academic and Social Integration written by Catherine Fairley Pollock and published by . This book was released on 2009 with total page 494 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Exploring New Paths by : Michael E. Nava
Download or read book Exploring New Paths written by Michael E. Nava and published by . This book was released on 2010 with total page 410 pages. Available in PDF, EPUB and Kindle. Book excerpt: The academic and social integration of first-generation college students into institutions of higher education continues to be a topic of concern for university administrators, faculty, and staff. Students enter college with different background traits and experiences as well as have different college experiences that can either permit or prohibit their ability to integrate into the college environment (Choy, 2001; Pascarella & Terenzini, 1983). Academic and social integration are two key factors used in predicting whether or not a student will persist from one academic year to the next (Cabrera, Nora, & Castaneda, 1993; Ishitani, 2003). This is especially important for first-generation college students. A student's ability to navigate the college system determines their ability to academically and socially integrate. By understanding how the different background characteristics, pre-college experiences, college experiences, college environments, and academic performances of first-generation college students can influence academic and social integration, universities could increase retention and graduation rates. The development of comprehensive academic support programs by institutions of higher education has been one strategy used to improving the integration of first-generation college students. The purpose of this study was to investigate the longitudinal impact of comprehensive academic support programs on the academic and social integration of first-generation college students during the 2008 academic year at a large public research university. This study employed a quantitative research design using variables from the 2008 CIRP Freshman Survey and the 2009 YFCY Survey. Astin's Input-Environment-Outcome model (1991) was used to examine the impact of the independent measures selected. The analysis plan utilized statistical weighting, factor analysis, descriptive statistics, and multivariate regressions. The results of this study indicated: 1) first-generation FYE students were not academically integrated into college by the end of the first year but participation in a comprehensive academic support program did have a positive impact on their academic integration; and 2) first-generation FYE students were socially integrated into college by the end of the first year and participation in a comprehensive academic support program did have a positive impact on their social integration. These findings have implications for theoretical frameworks, secondary education, and large public research institutions.
Book Synopsis Promising and High-Impact Practices: Student Success Programs in the Community College Context by : Gloria Crisp
Download or read book Promising and High-Impact Practices: Student Success Programs in the Community College Context written by Gloria Crisp and published by John Wiley & Sons. This book was released on 2016-09-21 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: With calls for community colleges to play a greater role in increasing college completion, promising or high-impact practices (HIPs) are receiving attention as means to foster persistence, degree completion, and other desired academic outcomes. These include learning communities, orientation, first-year seminars, and supplemental instruction, among many others. This volume explores the latest research on: how student success program research is conceptualized and operationalized, evidence for ways in which interventions foster positive student outcomes, critical inquiry of how students themselves experience them, and challenges and guidance regarding program design, implementation and evaluation. This is the 175th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Book Synopsis Academic, Social Integration, and Persistence of First- Generation College Students in Living-Learning Communities by : Christina L. Irizarry
Download or read book Academic, Social Integration, and Persistence of First- Generation College Students in Living-Learning Communities written by Christina L. Irizarry and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Those from marginalized populations, many of whom are first-generation college students (FGCS), often face barriers to accessing secondary education (Pitre & Pitre, 2009). Additionally, when students from such groups do successfully enroll in post-secondary educational opportunities, their graduation rates remain low (DeAngelo, Franke, Hurtado, Pryor & Tran, 2011; Engle, 2007). At the same time, there appears to be a correlation between positive social and academic assimilation, family support, and college success (Falcon, 2015). One promising intervention aligned with the goal of fostering social integration for FGCS and the focus of this research, is a living-learning community (LLC). LLCs are college living communities in which students have access to faculty and professional staff as well as opportunities to bond with their peers. The purpose of this study was to identify the role LLCs had on one group of FGCS’ transition to their next academic year in relation to feeling socially and academically integrated on their campus and to help professionals in higher education understand how critical it is for first-generation college students to find a sense of belonging on their campus. This study’s qualitative results illuminated how the LLC model provided a bridge between students’ academic and non-academic lives, addressing specific learning focus and enhancing their university experience. It also provided the students with a space for intentional support on how they can better integrate in their college.
Book Synopsis The Impact of Integrative Experiences on Persistance by : Lea M. Allison
Download or read book The Impact of Integrative Experiences on Persistance written by Lea M. Allison and published by . This book was released on 1999 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Community College Students by : Laurie Faith Israel Smith
Download or read book Community College Students written by Laurie Faith Israel Smith and published by . This book was released on 2008 with total page 450 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results from this study indicated that some nontraditional student characteristics were related to institutional integration while others were not. Being an adult age twenty-five or older, being female, being financially independent, and delaying enrollment into higher education were all nontraditional student characteristics that were significantly related to overall institutional integration for the community college students in this study. Additionally, being an adult female was a strong predictor of institutional integration in this study.
Book Synopsis Persisting Through College by : Deborah M. Glenn
Download or read book Persisting Through College written by Deborah M. Glenn and published by . This book was released on 2017 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Over the past few decades, institutions of higher education have experienced an increase in the enrollment of women, people of color, and those of lower socioeconomics. The literature suggests that some students from these populations—first-generation college students (FGCS)— have contributed to a decrease in college retention. To address persistence and retention concerns, institutions established student engagement programs (SEP) to assist FGCS in the academic and social integration needed to acclimate to college and persist through graduation. The purpose of this mixed-methods, descriptive case study was to explore the characteristics and experiences of FGCS of color attending a majority institution and participating in the institution’s student engagement program for FGCS. Quantitatively, the ex post facto data explored student characteristics such as gender, ethnicity, ACT admissions score, final high school GPA, cumulative institutional GPAs, and the athletic and housing status of the first-generation college freshmen participating in the SEP. The data were used also to discover associations among selected student characteristics. Qualitatively, the interview responses of senior-level, Hispanic and African American FGCS revealed the pre-college and college experiences that impacted their academic and social integration. The results of the study support most of the limited literature on first-generation college students of color and provide insight regarding the persistence and completion of FGCS of color to the institution under study as well as to similar institutions. ."--Page 2.
Book Synopsis Modeling the Effects of Academic and Social Integration on College Student Success by : Yi-Jiun Pan
Download or read book Modeling the Effects of Academic and Social Integration on College Student Success written by Yi-Jiun Pan and published by . This book was released on 2010 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: For the past several decades, factors leading to success in postsecondary education have been a target of investigation by psychologists and psychological and educational researchers. Tinto's integration theory (1975, 1987, 1993) is a dominant sociological perspective in studying college student success, especially student persistence. Academic integration and social integration are the two core concepts in his theoretical framework. According to this framework, the better students academically and socially integrate into college systems, the more likely they experience success in college. The main purpose of this study was to examine the effect of academic integration and social integration on college student success by employing systematic review and meta-analysis techniques. The results indicated that academic integration and social integration have a positive relationship with each other and with college student commitment and success. Compared to academic integration and social integration, commitment has a larger relationship with college student success however. The conceptualization of commitment in the studies is the moderator of effects such that measures of institutional commitment yielded larger effects than did measures of goal commitment. As for the student success behaviors, academic integration and social integration have larger effects on student persistence than student academic performance. In general, Tinto's theory could be applied equally to students in both two year and four year institutions. However, the relationships were stronger in two year than in four year institution, although only statistically significantly so for two of the six tested paths. The patterns of influences were somewhat different between two-year and four-year institutions. The results of this review could help student affairs practitioners to identify which components of Tinto's theory are more important and focus their resources on the target programs. Further, the somewhat different results of two-year and four-year institutions remind student affairs to understand their student populations when they create programs and policies to support student success.
Book Synopsis Effects of Background, Academic, Environmental and Social Integration Influences on Student Attendance in Community College by : Mary Katherine Verstraete
Download or read book Effects of Background, Academic, Environmental and Social Integration Influences on Student Attendance in Community College written by Mary Katherine Verstraete and published by . This book was released on 1991 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Working With Students in Community Colleges by : Lisa S. Kelsay
Download or read book Working With Students in Community Colleges written by Lisa S. Kelsay and published by Taylor & Francis. This book was released on 2023-07-03 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-published with This timely volume addresses the urgent need for new strategies and better ways to serve community colleges’ present and future students at a time of rapid diversification, not just racially and ethnically, but including such groups as the undocumented, international students, older adult learners and veterans, all of whom come with varied levels of academic and technical skillsThe contributing researchers, higher education faculty, college presidents, and community college administrators provide thorough understanding of student groups who have received scant attention in the higher education literature. They address the often unconscious barriers to access our institutions have erected and describe emerging strategies, frameworks, and pilot projects that can ease students’ transition into college and through the maze of the college experience to completion. They offer advice on organizational culture, on defining institutional outcomes, on aligning shifting demographics with the multiple missions of the community college, on strengthening the collaboration of student and academic affairs to leverage their respective roles and resources, and on engaging with the opportunities afforded by technology.Divided into three parts – understanding today’s community college campuses; supporting today’s community college learners; and specialized populations and communities – this book offers a vision and solutions that should inform the work of faculty, administrators, presidents, and board members.
Book Synopsis The Influence of a New Student Orientation Program by : Ted Adam Lewis
Download or read book The Influence of a New Student Orientation Program written by Ted Adam Lewis and published by . This book was released on 2011 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite a long history of providing open-door access to students who might not otherwise have an opportunity to attend college, community colleges have not been as effective in fostering student success. To counter this trend, early intervention programs have been developed to facilitate academic and social integration for first semester students to improve student success. However, there is much that is not known about the influence of orientation programs at community colleges as an intervention strategy. Therefore, this study examines the influence of one new student orientation on first semester student success. Grounded in frameworks developed by Astin (1984, 1993, 1999), Tinto (1975, 1993), and Bean and Metzner (1985), this study examines the ability of a new student orientation to academically and socially integrate students into the culture of the institution. The following research questions are posed: Does new student orientation influence student retention; Does new student orientation influence student success; Does new student orientation influence student persistence; Does new student orientation facilitate a student's social integration into the institution? Does new student orientation facilitate a student's academic integration into the institution? The focus of this case study is a publicly supported, two-year, comprehensive community college that is part of a multiple college district located in a suburban area outside of a major city in Texas. Participants are students who attended a new student orientation session. Employing a mixed methods research approach, data is gathered on student success, retention, persistence, and through interviews. Findings demonstrate that there was no significant difference in first semester retention for students who participated in a new student orientation and for those who did not. However, students who participated in orientation were more likely to be successful in their first semester in college and much more likely to re-enroll for their second semester at the institution. New student orientation also facilitated students' social and academic integration into the institution. This study concludes with recommendations for program improvement, recommendations for further research, and a discussion of implications for community college policy and practice in developing new student orientation programs.
Book Synopsis Le remarquable boursq Ay by : Claude de Chastillon
Download or read book Le remarquable boursq Ay written by Claude de Chastillon and published by . This book was released on 1810 with total page 25 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Early College Connections by : Sheila Fran Mauppin
Download or read book Early College Connections written by Sheila Fran Mauppin and published by . This book was released on 2012 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nationally, nearly 40% of full-time community college students drop out before the second year, and drop-out rates for part-time students are even more astounding. In 2008, nearly 60% of part-time community college students dropped out before year two. As community colleges embrace President Obama's call for a 50% increase in completion by 2020, it is imperative that community college leaders find ways to retain and graduate students. A number of community and technical colleges utilize the Survey of Entering Student Engagement (SENSE) to quantitatively measure early campus connections. Building on the institutional early connection benchmark score, this study qualitatively describes first-year, persisting, full- and part-time students' perceptions of early campus experiences and the role that early connections play in their decision to persist. The study employs a qualitative research approach via a single case study. Twenty-four, first-year, second semester, consecutively enrolled, full- and part-time students, who mirrored the college's population participated in semi-structured interviews and focus groups. Findings indicate that early connections, as defined by the SENSE were not instrumental in persistence; however, a number of other factors were impactful: academic support; social influences; family support; and academic success. This study may provide information that will enhance the understanding of community college student perceptions related to factors that encourage persistence, and it may provide community colleges that operate within similar conditions, resources, and constraints with useful information as they design early connection strategies.
Book Synopsis The Impact of Early College Programming on the Academic Middle Or At-risk Students by :
Download or read book The Impact of Early College Programming on the Academic Middle Or At-risk Students written by and published by . This book was released on 2013 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Early college concepts allow high school students to accelerate their secondary school experiences with the ability to simultaneously earn college credits. This research study was a qualitative study conducted through a collective case study approach that examined an early college program model designed for students in the academic middle or who are at risk. The researcher interviewed individual students to analyze their perceptions on three critical areas that research shows impacts student success in higher education: decision factors that influenced sense of fit with the program, student engagement in their learning, and the impact the program had on their future educational and career aspirations. This dissertation study sought to determine if an early college model, such as the one studied, included the research-based practices known to improve student success in traditional higher education students would result in students in the academic middle or at high risk having improved student success."--leaf 3.
Book Synopsis Overcoming Educational Racism in the Community College by : Angela Long
Download or read book Overcoming Educational Racism in the Community College written by Angela Long and published by Taylor & Francis. This book was released on 2023-07-03 with total page 287 pages. Available in PDF, EPUB and Kindle. Book excerpt: Overall, nearly half of all incoming community college students “drop-out” within twelve months of enrolling, with students of color and the economically disadvantaged faring far worse. Given the high proportion of underserved students these colleges enroll, the detrimental impact on their communities, and for the national economy as a whole at a time of diversifying demographics, is enormous.This book addresses this urgent issue by bringing together nationally recognized researchers whose work throws light on the structural and systemic causes of student attrition, as well as college presidents and leaders who have successfully implemented strategies to improve student outcomes.The book is divided into five sections, each devoted to a demographic group: African Americans, Native Americans/American Indians, Latino Americans, Asian Americans and Pacific Islanders, and Caucasian students in poverty. Each section in turn comprises three chapters, the first providing an up-to-date summary of research findings about barriers and attainments pertaining to the corresponding population, the second the views of a community college president, and the final chapter offering a range of models and best practices for achieving student success.The analyses--descriptions of cutting edge programs--and recommendations for action will commend this volume to everyone concerned about equity and completion rates in the community college sector, from presidents and senior administrators through faculty and student affairs leaders. For educational researchers, it fills blanks on data about attrition and persistence patterns of minority students attending community colleges.ContributorsKenneth AtwaterGlennda M. BivensEdward BushCara CrowleyMaria Harper-MarinickJoan B. HolmesG. Edward HughesLee LambertCynthia Lindquist, Ta’Sunka Wicahpi Win (Star Horse Woman)Angela LongRussell Lowery-HartJamillah MooreChristopher M. MullinBrian MurphyEduardo J. PadrónDeborah A. SantiagoWei SongRobert TeranishiRowena M. TomanengJames UtterbackJ. Luke Wood
Book Synopsis Higher Education: Handbook of Theory and Research by : Laura W. Perna
Download or read book Higher Education: Handbook of Theory and Research written by Laura W. Perna and published by Springer Nature. This book was released on 2023-02-24 with total page 695 pages. Available in PDF, EPUB and Kindle. Book excerpt: Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on current important issues pertaining to college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and other key aspects of higher education administration. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.
Book Synopsis "Only Connect" by : Rachel Anne Smith
Download or read book "Only Connect" written by Rachel Anne Smith and published by . This book was released on 2010 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: A key component in the success of students' first-year experience is their successful academic and social integration into the college environment (Tinto, 1993). Researchers have specified integration in terms of student behaviors and perceptions (Berger & Milem, 1999; Hurtado & Carter, 1997) and also studied it in terms of engagement (Kuh, 2009) or peer effects (Astin, 1993). Educators ask the question not whether integration or engagement matter, but how to make it matter. In response, an increasing number of educators have begun to focus more attention on the residential and curricular learning communities that can structure a first-year student's academic and social interactions. Researchers have found generally positive relationships between learning community involvement and engagement, academic success, and successful college transitions (Inkelas et al., 2007; Pasque & Murphy, 2005; Pike, 1999; Stassen, 2003; Zhao & Kuh, 2004). However, we know very little about the specific character of engagement and the social and academic networks that students develop during their first year. These group environments may influence with whom and about what students engage. If student peer interactions are important, then the "socially engineered" environments administrators facilitate--such as residential learning communities or campus-wide organizations--also deserve careful thought because of their educational implications. Typical analyses of student integration and success typically ignore the relational structure that underlies the actual process of relationship formation. Social network analysis is a tool that can be used to study the particular relationships among students in a community. Network analysis takes such relationships and social network structures as the fundamental unit of analysis, rather than individuals (Scott, 2000; Wasserman & Faust, 1994). This study used social network analysis along with qualitative methods to trace the process of academic and social peer relationship development within two specific communities--an arts-themed residential learning community and a random-assignment residence hall floor--and how those networks may be related to academic outcomes and involvement. This project is a case study of two residential communities at a mid-size, private university in the Northeast. Two specific cases--a pair of floors involved in one arts-themed learning community compared to one random-assignment residence hall floor--made up the population of 140 students. Students responded to a paper social network survey once during November 2006 and once during April 2007. I interviewed 45 of the students once in Fall 2006 and again in Spring 2007, and 20 of the same students a third time in Fall 2007. I also used participant observation methods to observe floor meetings, classes, and field trips during the academic year. Results of the study indicated that that the networks within the two communities developed along similar lines, but in the learning community the academic and social ties developed more quickly. Learning community students tended to create concurrent academic and social ties during their first semester, while the random-assignment floor students formed mostly social ties in the first semester and then both social and academic ties in the second. The learning community also created a higher percentage of academic and social relationships among students. The institution facilitated the structure of student relationships through homophily within the learning community and the institution's emphasis on major and professional socialization. Finally, network measures of a student's relationship to all other students in the community was predictive of second-semester extracurricular involvement, but not first-semester gpa. Membership in a learning community writing course did have a relationship with higher first-semester gpa. These results suggested that it was not the label "learning community" that influenced involvement, but rather the student's structural locations in their relationship networks, regardless of what the community was called, were important for facilitating campus involvement. This study demonstrated the importance of understanding the specific structures of academic and social relationships within campus communities. It has implications for how researchers conceive of and measure academic and social integration, as well as how administrators create campus environments that foster relationship development within and across student groups. Empirically, this research furthers our understanding of how students construct academically and socially beneficial peer relationships over time within residential environments, which may lead to positive educational outcomes. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
