9,728 results on '"SCHOOL holding power"'
Search Results
2. Engaging and Retaining Students in Online Learning
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Ali Abusalem, Lorraine Bennett, and Dimitra Antonelou-Abusalem
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Before the COVID-19 outbreak, universities were already exploring the potential of online education. Colleges and universities throughout the world became more reliant on online learning management systems (LMSs) and videoconferencing tools like "Zoom" and "Microsoft Teams" during the 2020-2021 campus' lockdowns. The transition from traditional face-to-face teaching to online learning presented significant difficulties for universities, particularly those that depended heavily on international students. The project reported in this paper was undertaken in Australia in 2021 at the request of a private higher education institution. A new student-centric version of the Moodle learning management system (LMS) was created to maximise the platform's pedagogical, communicative, and informational capabilities. The purpose of this article is to demonstrate how online learning platforms that are flexible, utilise embedded interactive features and resources, and are freely available can enhance and support the delivery of quality online education. The paper discusses how well-designed learning management systems have the capacity to motivate, engage and retain students in online learning. Academics, at both the undergraduate and graduate levels, as well as those working in curriculum development and information technology at institutions of higher learning, may find this article to be of interest and value.
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- 2024
3. Improving Retention for First-Term Non-Traditional Learners in an Online Undergraduate Program
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Balkaran, Priya
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Retention for online learners is declining so much that higher education institutions are graduating more learners than they are enrolling. The purpose of this mixed-methods study was to find ways to improve retention for first-term non-traditional learners in an online undergraduate program. Fourteen non-traditional learners participated in the study. Findings suggest that technology knowledge impacted programmatic difficulty for learners, and although learners were not receptive to a mandated orientation, orientation was effective. By incorporating technology and rigor into an orientation course, first-term non-traditional learners will be better prepared for their higher education journey. More research is needed.
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- 2023
4. Social and Emotional Skills Predict Postsecondary Enrollment and Retention. ACT Research. Technical Brief
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ACT, Inc., Kate E. Walton, Jeff Allen, Maxwell J. Box, Jeremy Burrus, and Dana Murano
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Social and emotional (SE) skills are known to be linked with many important life outcomes, including academic performance, performance on standardized college entrance exams, and college enrollment. In this technical brief, the authors evaluated whether the five SE skills measured with the Mosaic™ by ACT® predict postsecondary enrollment and retention above and beyond household income, high school grade point average, and Composite score on the ACT® test.
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- 2023
5. Learning Communities: A Sound Investment in Higher Education
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Kabongwe Gwebu, Jonathan Compton, Kyle Holtman, Aurelia Kollasch, Jennifer R. Leptien, Matthew D. Pistilli, and Mack Shelley
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University and college leaders are tasked with enhancing student outcomes with fewer resources. Student retention is one such key outcome of interest for many policy makers as well as for university administrators. Over the years, administrators have turned to High Impact Practices (HIPs) such as Learning Communities (LCs) to aid in retention. This quantitative study explores the impact LCs have on student retention at a large R1 university in the Midwest. Additionally, the financial return on investment in LCs at this institution is measured via tuition dollars generated from students who are retained as a result of their participation in a LC at the institution. Two key findings of this study are that LCs are positively associated with increased odds of student retention, and that investing in LCs makes good financial sense. Our research contributes to the scholarship on retention attributable to LCs and provides researchers and practitioners with a "template" to evaluate the efficacy of specific retention initiatives in relation to their financial return on investments.
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- 2024
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6. Accounts of Culled-Out Students from Board Programs: A Phenomenological Inquiry
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Muegna, Kristy Jane R., Escandallo, Jonelson C., and Espinosa, Deveyvon L.
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The Culling System in every higher education institution ensures that only students who meet specific academic or performance standards remain in the program, which helps uphold the program's standards and effectiveness. Thus, this study aims to delve into the lived experiences of the students who were culled out from the board programs offered by the Kapalong College of Agriculture, Sciences and Technology in which qualitative research utilizing a phenomenological approach was utilized. The participants were the 14 students who were culled out from the board programs being offered by Kapalong College of Agriculture, Sciences and Technology who were purposively selected. Further, there were five (5) participants for the in-depth interview and another five (5) for the focus group discussion. The data gathered were analyzed through the use of coding and thematic analysis. The study is deemed beneficial since it can provide valuable insights into the effectiveness of culling practices in board programs wherein higher authorities can use this information to evaluate existing policies and programs related to student retention and support. It may lead to identifying potential flaws or areas for improvement in the current system.
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- 2023
7. Black Learners in IT: Associate Degree and Credential College Programs
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JFF (Jobs for the Future), Joy, Lois, Tarbhai, Umair, Gordon, Melissa, Washington, Destiny, and Juncos, Andrea
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Associate degrees and credentials in Information Technology (IT) have the potential to open up high-wage and high-opportunity labor market opportunities for learners. Yet structural barriers in access to and completion of these degrees and credentials continue to make it difficult for Black learners and workers to access and thrive in these programs. To learn more about opportunities and barriers along the pathways to tech careers for Black Americans, Jobs for the Future (JFF) conducted research exploring Black men's and women's enrollment and retention in, and completion of, postsecondary IT credential programs by institution and over time. The authors drew from several years of restricted-use National Student Clearinghouse data to conduct this analysis, along with focus groups with administrators, staff, and faculty at five colleges that have shown some promise in supporting Black learners into and through technology programs. The research findings confirm that Black learner participation in associate degree and credential IT programs across the country is limited. In addition, Black learner retention in and completion from these programs is also low. From the focus groups, it was learned that for most of the schools in the sample, race was not a significant or primary factor informing the development of strategies, policies, and programs to support learners. Rather, schools focused on other aspects of student need (socioeconomic, academic, social, emotional) through what could be called a "race-neutral" lens. While there were some noted exceptions to this--most prominently the acknowledged need for Black mentors and role models, especially Black men in IT, and more resources to reinforce such programs--race was not at the forefront of efforts to support students. When it came to women in IT, gender was also not a significant or prominent factor for policy or programmatic consideration. [This research was supported by Capital One.]
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- 2023
8. Tennessee Higher Education Fact Book: 2022-2023
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Tennessee Higher Education Commission, Tennessee Student Assistance Corporation (THEC/TSAC)
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This year's "Tennessee Higher Education Fact Book" consists of four sections and an appendix of additional resources and terminology. The four main sections of the report provide data on Student Participation, Student Success, Academic and Fiscal Trends, and Outcomes-Based Funding. Relative to the previous Fact Book, Quality Assurance Funding (QAF) data are no longer presented in a standalone section of the Fact Book. QAF data are still reported in the Fact Book and may be found within the Student Success, Academic and Fiscal Trends, and Outcomes-Based Funding sections. Complementing this report, an online dashboard provides a by-institution snapshot of fall 2022 enrollment and academic year 2021-22 degree completion data (representing summer 2021, fall 2021, and spring 2022). New this year, data downloads are available to make the information presented within the report more accessible and useable to readers. Enrollment and degree completion data for Tennessee's newest public institution, the University of Tennessee Southern, are presented in a separate report supplement available via the Fact Book landing page. The 2022-23 Fact Book was originally published in early June 2023. Following its initial release, THEC staff received additional data on TCAT outcomes, expanded data reporting on academic majors, and corrected errors and clarified content related to College Scorecard data reporting. [For the report supplement, see ED631768. For the 2021-2022 Fact Book, see ED624464.]
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- 2023
9. Degrees of Progress: The State of Higher Education in Oklahoma. 2022 Annual Report
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Oklahoma State Regents for Higher Education
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The Chancellor of the Oklahoma state system of higher education has focused on two overarching objectives: expanding workforce development efforts and creating paths to a better life for Oklahomans. Oklahoma public institutions and elected officials are partners in developing an educated, engaged workforce prepared to meet the state's current and future employment needs, particularly in the areas of healthcare, teacher education, engineering, computer science, and other STEM fields. Included in this annual report are: (1) Role of the State Regents; (2) Higher Education Update; (3) Campus Rankings; (4) State System Fast Facts; (5) Key Initiatives; (6) Affordability; (7) Enrollment; (8) Outcomes; (9) Workforce Development; and (10) Institutional Highlights. [For the 2021 report, see ED624700.]
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- 2023
10. Student Transitions Project (STP): Transitions of B.C. High School Graduates into B.C. Public Post-Secondary Education. STP Research Results
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Ministry of Advanced Education (British Columbia), Student Transitions Project and Joanne Heslop
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This report provides highlights of the latest research from the Student Transitions Project (STP), with a focus on the first transitions of B.C. grade 12 graduates into B.C. public post-secondary education. The study was conducted by the Student Transitions Project (STP), a collaborative research partnership involving B.C.'s education and advanced education ministries and post-secondary institutions. This report presents a series of research questions and answers, beginning with brief responses to each question, followed by a more detailed explanation and visual analysis in the Research Results section of the report. [The Ministry of Education and Child Care, Ministry of Post-Secondary Education and Future Skills, and the B.C. public post-secondary institutions collaborated in this research.]
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- 2023
11. Navigating the Enrollment Cliff in Higher Education. Spotlight Report Brief
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Trellis Company and Schuette, Anthony
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Recent discussions on enrollment in higher education have centered around the "Enrollment Cliff." The notion holds that due to changing demographics, colleges and universities across the U.S. will see a dramatic decline in enrollment starting in 2025. The enrollment cliff poses legitimate challenges to schools around the country. Schools who are savvy in their response to the cliff can better position themselves for student population decreases and increased competition. Prioritizing student success may help the schools most vulnerable to shifting demographics navigate the years ahead.
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- 2023
12. BOOSTing Transfer Partnerships to Promote Equitable and Affordable Transfer Pathways
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Institute for Higher Education Policy (IHEP), HCM Strategists, DiBenedetto, Katelyn, Roberson, Amanda Janice, Collis, Jessica, Sharpe, Rachelle, Couturier, Lara, and Moore, Cristen
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TransferBOOST (Bachelor's Opportunity Options that are Straightforward and Transparent) is a multi-year state-level initiative developed to provide students with affordable, quality, well-supported two- to four-year pathways. For every 100 students who enroll in community colleges, 31 students transfer to a four-year institution. Of those, only 15 complete a bachelor's degree within six years. Too many students are derailed from their higher education goals by unexpected, unaffordable, and untenable--yet solvable--challenges along their transfer journey. A key element of TransferBOOST was the student-centered, data-informed, and equity-driven partnership between community colleges and four-year institutions. The first brief in the series showcases key policy and practice takeaways from the initiative. [For "BOOSTing Transfer Pathways through Strategic Finance and Affordability," see ED628751. For "BOOSTing Student Success through Equitable and Affordable Transfer Pathways: Lessons Learned for Higher Education Policymakers and Practitioners from the TransferBOOST Initiative," see ED628654.]
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- 2023
13. BOOSTing Student Success through Equitable and Affordable Transfer Pathways: Lessons Learned for Higher Education Policymakers and Practitioners from the TransferBOOST Initiative
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Institute for Higher Education Policy (IHEP), HCM Strategists, DiBenedetto, Katelyn, Roberson, Amanda Janice, Collis, Jessica, Sharpe, Rachelle, Couturier, Lara, and Moore, Cristen
- Abstract
TransferBOOST (Bachelor's Opportunity Options that are Straightforward and Transparent) is a multi-year state-level initiative developed to provide students with affordable, quality, well-supported two- to four-year pathways. On average, 43 percent of credits are lost nationwide through the transfer process. Recognizing that today's students strive to make good use of their time and money, the TransferBOOST initiative worked to ensure that credits transfer and apply seamlessly from a two-year to four-year institution. The third brief in the series shares lessons learned for higher education policymakers and practioners from the TransferBOOST initiative. The 24 institutions that worked to improve equitable transfer student outcomes during the TransferBOOST initiative have helped formulate lessons that other community college and four-year institutions, state partners for higher education, and leaders might use to increase prospective and current student trust in higher education as well as increase enrollment, retention, and completion. [This report was written with contributions from Katie Hagan and Christine Flanagan. For "BOOSTing Transfer Partnerships to Promote Equitable and Affordable Transfer Pathways," see ED628655. For "BOOSTing Transfer Pathways through Strategic Finance and Affordability," see ED628751.]
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- 2023
14. The Fourth Evaluation Report: Strengthening STEM Education for Latinx Students at CSUB
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California State University, Bakersfield (CSUB) and Jianjun Wang
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California State University, Bakersfield (CSUB) continues administering its five-year grant, "Promoting Excellence in Graduate Education and Increasing Hispanic STEM Related Degree Completion," that began in the Fall of 2019 to strengthen the STEM program support for students of Latino origin and develop a Graduate School-Going culture across the campus. In the fourth year, the grant team launched extensive STEM education undertakings, including organizing 11 Graduate Student Center workshops and Grad Slam events, sponsoring eight faculty scholarship presentations, supporting research projects for nine faculty fellows, admitting nine students in a Graduate Collaborative Research Program, funding ten students in a Graduate Mentor Supplement Program, purchasing lab supplies, and monitoring student rate of progress toward program completion. This report incorporates both quantitative and qualitative data to assess service effectiveness and address project demands against unique challenges. Built on a review of past recommendations and a summary of the fourth-year findings, the evaluator adduced three new recommendations to sustain the project improvement next year.
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- 2024
15. Fostering Persistence in Science, Technology, Engineering, and Mathematics (STEM): Creating an Equitable Environment that Addresses the Needs of Undergraduate Students
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Jennifer Louten
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Student retention is a critical issue for universities, and nearly half of the students who start degree programs in science, technology, engineering, and mathematics (STEM) do not complete them. The current study tracks the progress of STEM students taking part in an entry-to-graduation program designed to build community, provide academic and social support, and promote engagement in academically purposeful activities. Although it had no effect on the number of students who changed their major, the program more than doubled the number of students who graduated in their original major. Black or Hispanic students taking part in the program also graduated at twice the rate of comparator students, largely attributable to the success of women in these groups. The results provide needed real-world insights into how to create an equitable environment that promotes the persistence and graduation of students, including those from groups historically underrepresented in STEM.
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- 2024
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16. Perceptions of Discrimination Predict Retention of College Students of Color: Connections with School Belonging and Ethnic Identity
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Christia Spears Brown, Ellen L. Usher, Carly Coleman, and Jaeyun Han
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This longitudinal study examines (a) whether perceptions of ethnic discrimination during the first weeks of college predicted later school belonging among first-year college students of color (N = 638) attending a predominantly White institution (PWI), (b) whether school belonging, in turn, predicted retention to the second year, and (c) whether ethnic identity centrality buffered the effects of discrimination on school belonging and academic retention. Participants completed measures of ethnic discrimination and identity near the beginning of the first semester and school belonging at the end of the semester. Academic data from the fall of the second year were obtained from school records. Tests of moderated mediation revealed that perceptions of discrimination at the beginning of college had an indirect effect on retention in the second year of college, as mediated by lowered school belonging, but only for students with low and moderate (but not high) ethnic identity centrality.
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- 2024
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17. Sense of Belonging as a Predictor of Intentions to Drop Out among Black and White Distance Learning Students at a South African University
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Bongani V. Mtshweni
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Sense of belonging plays an essential role in the retention and success of distance learning students. This study investigated the influence of a sense of belonging on the intentions to drop out among black and white distance learning students at a university in South Africa. A total of 831 participants were surveyed and constituted the sample of this study. The study was conducted using a quantitative research approach. The independent samples t-test results showed that there are racial differences in students' perceived sense of belonging towards the university, with black students (M = 3.26, SD = 0.84) scoring significantly higher on the sense of belonging compared to white students (M = 2.88, SD = 0.79). Additionally, multiple linear regression analysis results showed that a sense of belonging significantly predicts intentions to drop out of university among black and white students. The results suggest that minority students in distance learning institutions should be supported to enhance their sense of belonging towards their learning environment. Furthermore, the results indicate that distance learning institutions should consider multiple strategies to foster a sense of belonging among students and improve the rates of retention.
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- 2024
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18. Strategies for Reducing Dropout Rates of First-Generation College Students
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Tanya Washington Bostic
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At a community college in the state of Florida, student retention has become a critical concern because more than half of the first-year first-generation students fail to graduate. That rate is four times higher than for other first-year students. Guided by Tinto's Student Integration Model as the conceptual framework, this intrinsic qualitative case study was conducted to investigate factors that students, faculty, and staff perceive to contribute to the high dropout rates among first-generation students at the local site. Additionally, this study was conducted to identify strategies to reduce first-year, first-generation college student dropout rates. Data was collected from participants through one-on-one interviews. Participants included eight first-year, first-generation college students and nine college employees. The college employees included four advisors, two faculty, and three staff members. The analysis of the interview data revealed that most learners faced financial challenges, fell alone and unprepared, and perceived that they lacked support. These findings led to the development of a 3-day professional development workshop for faculty and staff at the local site. The goal of the professional development program is to share strategies to improve graduation and retention rates for this study population, which could benefit students and the learning institution. Such a program could have implications for positive social change by providing better support for first-year, first-generation college students, guiding them to successful degree completion, which is beneficial to the college and the community. [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.]
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- 2024
19. The Effect of Persistence on Retention Rates at a Non-Profit Adult Basic Education Program: a Basic Qualitative Study
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Tyneisha Sider Hamilton
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Nationally, retaining students in adult basic education (ABE) is an ongoing challenge for numerous programs. The problem is the low retention rates among adult basic education learners in a non-profit ABE program in a large metropolitan city in Georgia. The purpose of this basic qualitative study was to explore how persistence affects student retention rates in a non-profit adult basic education program in a large metropolitan city in Georgia. Learners in adult basic education who do not complete a program typically do not obtain the certifications or high school equivalency credentials required to compete in the job market. There is little to no literature that has identified the success criteria for retaining adult learners in an adult basic education program. Therefore, the gap in the literature that was explored is how adult learners leveraged the ability to persist through an adult basic education program. Servant leadership and persistence theory provided the theoretical framework for the study. The data analysis yielded answers to the research question addressing the perceptions of adult learners on the effect that persistence has on the retention rates of a non-profit adult basic education program. Participants comprised the purposively selected student population of adult learners at a non-profit adult basic education site program. The outcomes from the data collected from 15 participants revealed adult learners with a strong drive to succeed, the ability to self-manage, are goal-setters, and have a strong support system will persist through an adult basic education program. [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.]
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- 2024
20. First-Generation African American Male Students' Perceptions of Low Retention Rates
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Clinton Harris
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African American males have some of the lowest retention rates of all races and genders in higher education. First-generation African American male undergraduate students (FGAAMUS) attending a public 4-year institution located in the southeastern portion of the United States are experiencing lower retention rates than other students in the same region. The purpose of this basic qualitative study was to explore FGAAMUS' perceptions of the impact of academic and social integration on their retention rates at Waygate University (pseudonym). Tinto's student integration model provided the framework for the study. A sample of 10 FGAAMUS completed in-depth interviews. The transcripts of the interviews were coded using NVivo qualitative software analysis program. NVivo allowed for analysis of transcripts to be completed in a central location while organizing codes, categories, and themes and allowed for more in-depth interpretations and organization of the data. The data was further analyzed using thematic analysis with constant comparison. In this coding methodology, each interview was analyzed as the transcripts were received, allowing the development of codes, categories, and themes as data were collected. The project resulting from this study was developed from the findings of four emergent themes: financial aid, academic/administration, campus, and social integration. Implications for social change include strategies to improve the retention and graduation rates of FGAAMUS at the local setting with the hope that these students, because of their educational attainment, may return to serve their communities of choice. [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.]
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- 2024
21. The Study of Economics at HBCUs and PWIs
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Tisha L. N. Emerson, KimMarie McGoldrick, and Scott P. Simkins
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This article's authors use student transcript data to identify differences in the study of economics among Black students at HBCUs and PWIs. The data show that a higher fraction of Black students at HBCUs initially intend to study economics, relative to those at PWIs (4.0% vs. 1.3% of micro principles enrollees) and persist in the major (9.4% vs. 3.8%). Logit analysis suggests that (1) academically stronger Black students are less likely to persist to an economics degree at both institution types and (2) Black female students at HBCUs are as equally likely to persist to a degree in economics as their male counterparts while those at PWIs are less likely to persist. Additional research is needed to determine the causal factors responsible for these outcomes.
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- 2024
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22. Predictors of Economically Disadvantaged Vertical Transfer Students' Academic Performance and Retention: A Scoping Review
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Neshat Yazdani, Leigh S. McCallen, Lindsay T. Hoyt, and Joshua L. Brown
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Approximately 30% of students who enter the postsecondary education system do so through 2-year colleges. The majority of these students intend to earn a bachelor's degree, but most leave college before earning a diploma from a 4-year institution. The discrepancy between bachelor's degree aspirations and degree attainment rates of students who enter through 2-year colleges suggests that vertical transfer students--those who transfer from 2- to 4-year colleges--face unique obstacles to academic performance and retention that affect their likelihood of earning a bachelor's degree. Similar barriers exist for economically disadvantaged students, who may be more likely to enter the postsecondary education system through 2-year colleges. This scoping review synthesizes the literature on factors influencing economically disadvantaged vertical transfer students' academic performance in the first year posttransfer and retention between the first and second year posttransfer. Implications for 2- and 4-year institutions and recommendations for future research are discussed.
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- 2024
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23. The Impact of Dosage on a Mindfulness Intervention with First-Year College Students
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Elizabeth S. Bambacus and Abigail H. Conley
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While mindfulness intervention research is prevalent, it is limited in (1) relation to college students' grade point average (GPA) and retention and (2) minimum dosage recommended for the intervention. This repeated-measures quasi-experimental nonequivalent control groups study investigated differences in mindfulness, stress, flourishing, GPA, and retention between students (n = 248) in first-year experience seminars who received a brief mindfulness intervention and the comparison group (n = 125) who did not receive the intervention. The intervention consisted of three- to five-minute mindfulness exercises at the beginning of class that met once a week. In contrast to results of previous studies, this study--when controlling for class sections and gender--showed no significant differences in any outcome variable between groups. These results provide important evidence that a mindfulness dosing limit might exist. A post hoc binary logistic regression supported previous findings that GPA predicts retention. Implications are discussed in regard to college administrators, faculty, and student affairs professionals.
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- 2024
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24. Answering the Call for Title V Data: A Success Skills Intervention to Increase Retention at A Hispanic-Serving Institution
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Penelope Espinoza and Gaspare M. Genna
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Research has yielded much evidence that investing in postsecondary interventions increases retention and success for Hispanic/Latinx undergraduates. This study examines one such intervention, funded by Title V and implemented at a large public Hispanic-Serving Institution, developed to improve semester-to-semester retention. Faculty and peer mentors facilitated a set of workshops for probationary students and students in a core university course that connected self-regulatory skills for college success to those for career success. Students participating in the workshop intervention were compared to a control group of students who did not participate. Findings showed that in comparison to the control group, students in the intervention had higher retention rates, regardless of probationary status or student classification, along with higher rates among students with lower GPAs. Implications of the study are discussed in relation to "servingness" at HSIs.
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- 2024
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25. Choosing a Major: How the Experiences of African American and Latino Males Influence Retention and Persistence
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Yosayra F. Solano
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African American and Latino males' success in postsecondary education depends on several factors. Retention and persistence are one of the most studied factors for exploring the success of African American and Latino male college students. However, few studies focus on the influence of the major selection process on their persistence and retention. There are untold stories of resilient and motivated African American and Latino males and how they have overcome challenges to persist and ultimately graduate. This study took place during the start of the COVID-19 pandemic and offers insight into the major selection process for six highly motivated African American and Latino males by highlighting their experiences through their stories.
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- 2024
26. Friends Don't Let Friends Drop Out
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John M. Krieg, Darius D. Martin, and Adam C. Wright
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We combine administrative data from a regional public university with a novel revealed-preference indicator of student friendships to show that socially connected first-year university students are more likely to be retained into their second year. The impact of friends on retention is statistically and economically significant: each friend raises the probability of retention by about 0.6 percentage points, an effect size roughly equivalent to 66 SAT points. This effect occurs in the presence of a robust set of explanatory variables, including unique indicators of a student's prior commitment to the university, and applies to wide variety of student subgroups.
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- 2024
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27. Sense of Belonging in Higher Education Students: An Australian Longitudinal Study from 2013 to 2019
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Joseph Crawford, Kelly-Ann Allen, Taren Sanders, Roy Baumeister, Philip Parker, Cassandra Saunders, and Dianne Tice
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Student sense of belonging is a current challenge to higher education providers, with consistently declining ratings in national surveys. For universities globally, this is a concern linked to student attrition, student satisfaction, and student success. Importantly, low sense of belonging is typically associated with non-traditional learners, and building strategies to solve this challenge is essential for institutions to build equitable learning environments. This study seeks to understand the causal factors that predict when a student will belong using longitudinal data. Using the Australian national student experience survey data (n = 1,159,768 undergraduate and postgraduate students between 2013 and 2019), this study examines the predictors of a sense of belonging testing the accuracy of four machine learning models. The findings indicate overall educational experience, connection to students outside of class, and support to settle were key predictors, with skill development and curriculum supports a lesser predictor of a sense of belonging. Interestingly, identity and individual differences ratings seemed to have less importance than student experience factors. Implications for higher education policy developers and curriculum writers are considered.
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- 2024
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28. Student Engagement - Pre and Post COVID-19 Pandemic
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John Burger, Kevin Newman, and Doug Stevens
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This study contributes to applied and theoretical research for schools and districts by exploring data-based evidence of the relationships between the COVID-19 pandemic and student engagement with school. The paper features trend data on student orientation to school assessed via the multi-dimensional Student Orientation to School Questionnaire (SOS-Q). The SOS-Q was initially developed to better understand the reasons for school dropout and has expanded to explicate a wider range of student-school engagement dynamics. This study demonstrates how student orientation to school may be effected by major extraneous factors and demonstrates the value of integrating valuable non-cognitive or affective measures within comprehensive student information and assessment systems augmenting both individual and cohort psychological supports.
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- 2024
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29. The Challenges of Language Teaching in Polish Complementary Schools in the UK during the COVID-19 Lockdown
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Sara Young and Anne White
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The COVID-19 lockdown in the UK during the spring of 2020 led to the closure of schools and school premises to most students, including complementary school pupils; yet while the lockdown in autumn 2020 allowed state schools to remain open, Polish complementary schools found themselves in an ambiguous position. This paper explores the experiences of eight Polish complementary school heads, focusing on their response to lockdown and the measures they took to provide online learning through the year. The paper also examines how changing lockdown policies impacted the running of their schools. Key findings suggest a creative approach was taken to learning, and that students were eager to respond. Meanwhile, there was increasing cooperation between different schools and support from external organisations. However, the challenges of online learning were also highlighted. Additionally, heads expressed concern about student retention and recruitment, and the potential long-term effects on their school. There was also discussion about the position of complementary schools within the broader education system. The paper argues that these findings highlight questions of inequality between the complementary and mainstream sectors, which has been exacerbated by the pandemic.
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- 2024
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30. Student Mental Health and Dropout from Higher Education: An Analysis of Australian Administrative Data
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Tomasz Zajac, Francisco Perales, Wojtek Tomaszewski, Ning Xiang, and Stephen R. Zubrick
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Understanding the drivers of student dropout from higher education has been a policy concern for several decades. However, the contributing role of certain factors--including student mental health--remains poorly understood. Furthermore, existing studies linking student mental health and university dropout are limited in both methodology and scope--for example, they often rely on small and/or non-representative samples or subjective measures, and focus almost exclusively on main effects. This paper overcomes many of these shortcomings by leveraging unique linked administrative data on the full population of domestic students commencing undergraduate studies at Australian universities between 2012 and 2015 (n = 652,139). Using these data, we document that approximately 15% of students drop out of university within their first academic year. Critically, students receiving treatment for mental health problems are 4.3 (adjusted) to 8.3 (unadjusted) percentage points more likely to drop out of higher education. This association remains in the presence of an encompassing set of potential confounds, and is remarkably uniform across segments of the student population determined by individual, family, and programme characteristics. Altogether, our findings call for increased policy efforts to improve student mental health and to buffer against its deleterious effects on retention.
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- 2024
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31. Initiatives Supporting Student Retention in Early Childhood Teacher Education Qualifications
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Leanne Gibbs, Kelly Linden, Sarah Teakel, and Elissa Dell
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This paper describes a case study using quantitative and qualitative approaches to investigate student engagement and retention within an online early childhood teacher education program at a regional Australian university. Two key interventions, the identification and support of disengaged students and the Embedded Tutors Program are described and examined. Initial findings on these retention initiatives, developed to support Early Childhood Education undergraduates studying in the online environment, are presented. Additionally, discussion of the findings through the theory of practice architectures highlights the practices and institutional arrangements that create the conditions to support student retention. This study is significant in planning for Early Childhood Education workforce quality and supply. It may offer guidance to institutions for their retention practices with early childhood teacher undergraduates studying in the online environment.
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- 2024
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32. Supporting Engagement and Retention of Online and Blended-Learning Students: A Qualitative Study from an Australian University
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Si Fan, Allison Trimble, David Kember, Tracey Muir, Tracy Douglas, Yanjun Wang, Jennifer Masters, and Casey Mainsbridge
- Abstract
Enrolment numbers in online higher education courses have continued to increase over the last decade. The challenges brought about by the COVID-19 pandemic have further accelerated the growth in online and blended course offerings. The development of institutional support services, however, does not reflect this growth. Many students are not equipped with the skills or given adequate support to engage and succeed in their courses, leading to student disengagement and attrition. This study investigated the perceptions of students in online and blended subjects, regarding both the academic and institutional support they were provided. The research team collected interview data from 41 online and blended-learning students and then analysed these data using an iterative thematic analysis approach. This article introduces the key findings with two models: one presenting support strategies at multiple levels within this university; the other presenting three key elements of subject-level teacher support, which were identified by the interviewees as the most significant, effective, and relevant support mechanism in this context. The findings will inform higher education institutions who aim to engage and support online and blended students better, through an improved understanding of how support is perceived by this student cohort. This study was conducted at one Australian university; however, the findings are relevant to higher education institutions in other countries that strive to bring about positive experiences and enhance retention rates for online and blended students.
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- 2024
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33. An Individualised Approach towards Student Retention: Students at the Centre of University Deferral and Leave-Taking Policy
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Andrew Harvey, Catherine Yuan Gao, and Michael Luckman
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As the university student body becomes more diversified and students' lives less linear, student retention carries increased importance for universities, including the conversion of deferrers and the re-enrolment of leave-taking students. This paper is based on a broader research project which explored national patterns of deferral and leave of absence in Australia and the policies and strategies for re-engaging the students who defer or take leave. Through a mixed research design, the study explores the extent to which students are positioned at the centre of deferral and leave of absence policy, informed by relationship marketing concepts. This study suggests that many universities have moved towards greater consideration of student perspectives and individualised approaches to building a trustworthy and supportive relationship with deferral and leave-taking students, based on data analytics of individual students' information and circumstances. Despite such efforts, there remain both limitations and tensions within these approaches.
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- 2024
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34. Retention and Recruitment of Minority Students and Faculty in Public Affairs and Administration Programs
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Charles Menifield, Vernise Estorcien, Jean-Claude Ndongo, Merlene-Patrice Quispe, and Bruce D. McDonald
- Abstract
The need to improve diversity, equity, inclusion, and accessibility (DEIA) efforts has reached monumental heights in the past decade as a result of the Black Lives Matter movement and other DEIA efforts. This shift in thought has impacted recruitment and hiring practices in the public, private, and nonprofit sectors. For years, universities have tried a variety of mechanisms to increase the pool of minority applicants in PhD programs as well as the faculty ranks. However, many of these efforts have not been sustainable. In this article, we discuss the results from a survey of graduate-level public affairs programs to discern specific efforts to increase the number of minority students pursuing graduate degrees and subsequently the number of minority faculty. In addition, we completed an extant review of the literature to determine additional practices that have proven fruitful in other graduate programs.
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- 2024
- Full Text
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35. 'This Class Is Truly Revolutionary': Facilitating Men of Color Success in the Classroom
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Carlton Goode and Jarvis Marlow-McCowin
- Abstract
One heavily discussed and researched group throughout the literature on student engagement is Men of Color. Co-curricular efforts supporting this population are highlighted in the literature about Men of Color achievement (Brooms,2018); however, little is known about the impact of student affairs-led curricular experiences designed to center the needs of this population. This article seeks to fill that void. Studies highlighting co-curricular programs' impact on Men of Color help educational environments design and implement robust initiatives; however, such efforts cannot solely facilitate success for Men of Color alone. Academic environments should explore the classroom experiences of Men of Color and offer curricular based efforts that provide similar learning outcomes. The following describes one credit based effort to foster and sustain success among Men of Color collegians.
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- 2024
- Full Text
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36. The Push-Pull Factor Model and Its Implications for the Retention of International Students in the Host Country
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Shahrokh Nikou and Monika Luukkonen
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Purpose: Due to high demand for international talents and skilful workforces, many countries around the world, especially the ageing populations are now looking for new ways and strategies to attract more international talent. Drawing on push-pull factor theory, integrated with theory of reasoned action (TRA), this research examines international students' intention to stay or to leave the host country after completion of the students' studies. Design/methodology/approach: A conceptual model has been proposed and evaluated aimed at understanding the factors that influence the decision-making of international students studying in Finland. Data were collected from a sample of 292 international students in Finland and structural equation modelling (SEM) was used to analyse the data and examine the relationships between various constructs in the model. Findings: The SEM results show that several factors influence students' decision to stay or leave the host country after graduation. Aspects related to host country, institutional and economic factors and social influence (norms) directly impact students' attitude towards staying. In addition, attitude towards staying not only has a direct impact on the intention to stay, but also mediates the relationship between different pulling factors and students' intention to stay in the host country. Moreover, challenges and barriers (such as local language, challenge of finding employment and challenge of assimilating into the community or making friends) have a negative impact on the decision to stay in the host country. Originality/value: This study uses push-pull theory in the Finnish context, contributing to the growing body of literature on international education policies and practices. The findings highlight the need for a more holistic approach to supporting international students, one that considers the students' unique needs and experiences in the host country and provides the students with the necessary resources and support to succeed.
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- 2024
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37. Investigation of the Key Factors That Influence High-Achieving Students' Enrolment and Retention Rate into a Small Honours Programme and Their Satisfaction Level towards the Programme
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Hungche Chen and Mingnuan Yang
- Abstract
Honours programmes have successfully provided academic rigour, special scholarships, and better career prospects over a century. However, recruiting and retaining these exceptional students -- the key to creating a successful honours programme -- becomes more challenging when the national college enrolment declines significantly every year. Hence this study investigated the factors affecting honour student recruitment, retention rate, and their satisfaction level at a private university in Northern Taiwan, expecting the results to help higher education administrators develop effective strategic plans. Quantitative and qualitative data from fourteen undergraduate honours students were collected using questionnaires and interviews. The results showed that important factors affecting students' selection process include deeper learning and supplement opportunities in academics and community, followed by scholarship and connection with faculty. Additionally, academic advising and opportunities serve as predictors of freshman satisfaction scores in the honours programme.
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- 2024
- Full Text
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38. 2023 Nebraska Higher Education Progress Report
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Nebraska's Coordinating Commission for Postsecondary Education
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The "2023 Nebraska Higher Education Progress Report" is the latest edition of the annual progress report designed to provide the Nebraska Legislature with comparative statistics to monitor and evaluate progress toward achieving three key priorities for Nebraska's postsecondary education system. They are: (1) Increase the number of students who enter postsecondary education in Nebraska; (2) Increase the percentage of students who persist and successfully complete a degree; and (3) Reduce, eliminate, and then reverse the net out-migration of Nebraskans with high levels of educational attainment. This report is a comparative analysis that measures and evaluates performance in respect to each priority. [For the "2022 Nebraska Higher Education Progress Report," see ED619079.]
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- 2023
39. Repairing Model-Drift in Enrollment Management
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Rodriguez, AE and Rosen, John
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The various empirical models built for enrollment management, operations, and program evaluation purposes may have lost their predictive power as a result of the recent collective impact of COVID restrictions, widespread social upheaval, and the shift in educational preferences. This statistical artifact is known as model drifting, data-shift, covariate-shift. Succinctly, these events drove changes in the stationarity of the target variable and the predictors. The result is a student body with unknown performance qualities entirely distinct from previous cohorts. This study explains and illustrates: (1) how to test for academic model drift in academe; and (2) sets forth two methods used to repair vitiated student-body performance properties. Formally, it frames the data-drift outcome as a One Class problem which allows the deployment of two well-known One-Class algorithms: Support Vector Machines and Isolated Random Forests. The study shows their use in reconstructing a representative sample of the student-body
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- 2023
40. Implementing a First-Year Experience Course for IT Majors
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Woods, David M.
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Schools have implemented the high-impact practice of first-year experience (FYE) courses to assist students with the transition to college. These courses help connect new students to the school with the goal of improving retention. While students in computing majors face the same challenges as other new college students, they also face some challenges specific to computing fields. Additionally, computing fields face ongoing concerns about enrollment and diversity. This work discusses the implementation of an information technology (IT) specific FYE course combining content from a university-wide FYE course with content focused on helping students gain a better understanding of the IT curriculum and IT career paths.
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- 2023
41. Investigating the Financial Tipping Point: The Effect of Unmet Financial Need on Retention of First-Time, In-State Students at Kentucky Public Colleges & Universities
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Kentucky Council on Postsecondary Education (CPE) and Ledford, Christopher
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In Kentucky and around the nation, the cost of college attendance has risen steadily over the past two decades, while total undergraduate enrollment has leveled off or declined. Kentucky has taken aggressive measures to limit tuition increases and increase state and institutional aid; nevertheless, increasing college costs may be constricting our postsecondary enrollment pipeline, with negative consequences for Kentucky's educational attainment rates and economic well-being. This study investigates the relationship between affordability, unmet financial need, and retention to discern the precise values at which affordability concerns influence students' continued enrollment at Kentucky public institutions.
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- 2023
42. Students with Disabilities at Maryland Colleges and Universities
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Maryland Higher Education Commission
- Abstract
This annual report provides information regarding students who registered with disability services at Maryland colleges and universities. To better understand higher education outcomes for students with disabilities in Maryland, the Maryland Higher Education Commission (MHEC), in collaboration with the Maryland Department of Disabilities and in partnership with the state's higher education institutions, created a survey administered to colleges and universities to collect these data in aggregate form. The information may be used to improve policies and practices to support the success of students with disabilities. In fiscal year 2021, 15,937 undergraduate students and 2,024 graduate students were registered with their institutions' disability services office as students with disabilities, which represents 4.0% of all students enrolled in fiscal year 2021, almost no change from the previous year. Specifically, this represents 4.5% of undergraduate students and 2.2% of graduate students enrolled. [For the 2022 edition of this report, see ED618780.]
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- 2023
43. Exploring the Factors That Influence Undergraduate Retention: What Do We Need to Know?
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Burge, Jennifer Gruening
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This study was designed to understand the factors that influenced undergraduate students to return to a midwestern private university for their second year. The study was designed to (1) explore how undergraduate students identify and describe the factors that influenced them to return to the university for their second year, and (2) explore how the factors that influenced students to return to the university for a second year differ by demographic group. The study was guided by two research questions: (1) What factors influenced undergraduate students' decisions to return to the university for a second year? (2) How do the factors that influenced undergraduate students to return to the university for a second year differ by demographic group? This study was unique in that it focused on the whole student experience and the aspects of the institution that influenced their return to the university. The theoretical framework that guided the study was Tinto's (1993) model of student departure. The study was designed as a quantitative study using action research through survey research. The Fall 2021 Retention Survey was administered to students who entered the institution in the Fall 2020 semester and chose to return for their second year in Fall 2021. The results demonstrated that the student's decisions were influenced by academic factors, social factors, and financial factors. There were some differences in how the students described their experiences when the results were reviewed by race/ethnicity, gender identity, first-generation status, college with which they identified, and financial need. Implications for practice include establishing support structures for faculty and staff, such as professional development workshops, and reviewing student financial aid awards.
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- 2023
44. Six Years Later: Examining the Academic and Employment Outcomes of the Original and Reinstated Summer Pell. CCRC Working Paper No. 132
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Columbia University, Community College Research Center (CCRC), Liu, Vivian Yuen Ting, Zhou, Rachel Yang, and Matsudaira, Jordan
- Abstract
While the Pell Grant covers a substantial proportion of college tuition for low-income students, it has covered only two full-time semesters per year and has not included any support for summer courses through most of its history. As research has shown that continuous enrollment throughout the year increases college persistence and completion, the summer Pell (SP) program was added during the summer of 2009 and allowed eligible low-income students to receive an additional grant for summer tuition and eligible costs. The SP was eliminated in 2011 and then restored in 2017. Using administrative data on community college students in New York City, our difference-indifferences analysis results from both periods show that SP-eligible students had a higher retention rate in the fall of the second year, had higher associate and bachelor's degree attainment rates, and had higher earnings gains up to nine years from college entry compared to SP-ineligible students. Heterogeneous analysis indicates that the SP benefits were driven by Black students and older students.
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- 2023
45. Institutional Resilience in Puerto Rico: A First Look at Efforts by Puerto Rican HSIs
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Excelencia in Education, Santiago, Deborah, Labandera, Emily, and Arroyo, Cassandra
- Abstract
Over the last five years, Puerto Rico has faced fiscal and economic disruptions, demographic shifts, hurricanes and earthquakes, governance challenges, and the ongoing COVID-19 pandemic. While most of these conditions are not new to Puerto Rico, the intersection of all these challenges created a nexus for institutional resilience and efforts. This brief is the second phase of a multi-tiered project--the first of which was an environmental scan of conditions and context of the population, K-12 educational pipeline, higher education, and workforce in Puerto Rico that "Excelencia" published in 2021. While this brief is not meant to be exhaustive of the experiences of institutions and students in Puerto Rico, it is indicative in a broader sense of institutional resilience and transformation to meet their mission and goals to serve their communities with a quality education. "Excelencia" in Education engaged five Puerto Rican HSIs in a series of interviews to learn more about their efforts in resilience in the last five years: (1) Inter American University of Puerto Rico-Arecibo; (2) Universidad Ana G. Méndez-Gurabo; (3) University of Puerto Rico-Mayagüez; (4) University of Puerto Rico-Río Piedras; and (5) University of Puerto Rico-Utuado. [For the environmental scan report, "Higher Education in Puerto Rico: Conditions and Context Influencing Institutional Resilience," see ED614617.]
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- 2023
46. 2023 Effective Practices for Student Success, Retention, and Completion Report: Four-Year Private Institutions
- Author
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Ruffalo Noel Levitz (RNL)
- Abstract
Data in this report reflect responses from 86 four-year private institutions that collectively enroll approximately 261,189 undergraduate students (according to data reported to the Integrated Postsecondary Education Data System (IPEDS)). Respondents participated in the Ruffalo Noel Levitz (RNL) national electronic poll of "Effective Practices for Student Success, Retention, and Completion" between January 17 and March 4, 2023. The poll was emailed to student affairs, academic affairs, and retention officers at accredited, degree-granting institutions across the United States. To report the findings as accurately as possible, the rankings of effectiveness were based only on the relative effectiveness options that were given to respondents: "very effective," "somewhat effective," and "minimally effective," rather than including the fourth response, "practice not used." RNL polled campus retention leaders to answer the following questions: (1) Which student retention practices do private colleges and universities use the most? (2) Which are the most effective? and (3) Where are the best opportunities to improve student retention and completion? This report can be used to perform an informal audit of current practices, noting practices that are in place, and highlighting those that can be considered in retention efforts.
- Published
- 2023
47. 2023 Effective Practices for Student Success, Retention, and Completion Report: Four-Year Public Institutions
- Author
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Ruffalo Noel Levitz (RNL)
- Abstract
Data in this report reflect responses from 64 four-year public institutions that collectively enroll approximately 718,149 undergraduate students (according to data reported to the Integrated Postsecondary Education Data System (IPEDS)). Respondents participated in the Ruffalo Noel Levitz (RNL) national electronic poll of "Effective Practices for Student Success, Retention, and Completion" between January 17 and March 4, 2023. The poll was emailed to student affairs, academic affairs, and retention officers at accredited, degree-granting institutions across the United States. To report the findings as accurately as possible, the rankings of effectiveness were based only on the relative effectiveness options that were given to respondents: "very effective," "somewhat effective," and "minimally effective," rather than including the fourth response, "practice not used." RNL polled campus retention leaders to answer the following questions: (1) Which student retention practices do public colleges and universities use the most? (2) Which are the most effective? and (3) Where are the best opportunities to improve student retention and completion? This report can be used to perform an informal audit of current practices, noting practices that are in place, and highlighting those that can be considered in retention efforts.
- Published
- 2023
48. Applying a STEM Engagement Framework to Examine Short-Term Retention of Latinx and Other Underrepresented Groups in an Undergraduate STEM Scholar Program
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Javiera De Los Rios, Maria, Aparicio, Elyzza M., Park, Hyun Ju, Oseguera, Leticia, and Conchas, Gilberto Q.
- Abstract
Studying STEM Intervention Program (SIP) retention, particularly what distinguishes those students who remain in the program from those that leave, may be a key to better understand how to keep students on track towards STEM degree completion. This study focuses on the participation of Latinx and other underrepresented racial/ethnic minoritized (URM) groups in a STEM intervention and support program. Applying London, Rosenthal, Levy, and Lobel's (2011) STEM Engagement Framework on five cohorts of participants in a SIP, this study found that maintaining higher levels of scientific identity was related to program retention. Therefore, intentionally designing programs that address systemic inequities and celebrate and affirm minoritized groups' experiences can facilitate adjustment and success. Moreover, women-identified participants were also more likely to remain in the SIP relative to their men-identified counterparts. For practitioners and institutions alike, these results indicate the need to create and implement support programs for women in STEM that go beyond the traditional components of academic support.
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- 2023
49. The Factors Influencing Retention of Online Adult Learners: A Case Study of a Private Institution
- Author
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Preuss, Michael D., Bennett, Patrick J., Renner, Blake J., and Wanstreet, Constance Elizabeth
- Abstract
A quasi-experimental investigation assessed the impact of multiple factors, including financial aid and proactive advising, on retention of undergraduate students at a small, private university that primarily serves online learners. In-house proactive advising over three academic years was positively associated with increased retention semester-to-semester and fall-to-fall. In addition, students who received Pell Grants plus at least one other form of financial aid, completed math remediation, and transferred 30 or more credit hours persisted at higher rates semester-to-semester. Individuals identifying with historically underrepresented groups tended to persist at rates lower than their White peers' semester-to-semester retention. These findings support the efficacy of proactive advising and financial aid, even with a population that exhibits lower retention for persons from historically underrepresented groups. Findings also suggest that students who transfer more than two full-time semesters of credit have a strong motivation to complete their course of study.
- Published
- 2023
50. Shared Ownership of an Engineering Success Centre to Support Students and Develop Leaders
- Author
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Osgood, Libby, MacIntyre, Rebecca, and Pollard-Feehan, Erin
- Abstract
An Engineering Success Centre was formed with the long-term goals of providing targeted first-year support, increasing retention, and developing leaders. The novelty of the Centre is that the priorities and activities were defined by the students that were employed to run it in a shared leadership model. Student leaders were in various years of undergraduate and graduate engineering degrees, which provided multiple years for leadership opportunities and organizational memory. The priorities identified by the student leaders were to: (1) guide students through their time in engineering, (2) connect students with campus resources, (3) impact the overall experience for students in a positive way, and (4) assist students with educational needs such as tutoring, writing support, and CAD development. Between the drop-in hours and professional development programs, 145 students (55% of engineering students) interacted over 400 times in formal Centre activities throughout the year, and at least 77% of students engaged in online or asynchronous platforms. This paper was written by two of the student leaders and the faculty coordinator to document the motivations, successes, and challenges of the Centre in its inaugural year and promote shared ownership in academic support centres. Goals were derived, and a model was developed to map Centre activities, priorities, and goals to assess the success of the Centre.
- Published
- 2023
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