Browsing by Subject "Student retention"
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Item An assessment of retention, student experiences, and student success in the College of Agricultural Sciences and Natural Resources at Texas Tech University(2011-08) Dudley, Lori R.; Akers, Cindy; Irlbeck, Erica; Fraze, StevenStudent retention is an issue for every institution of higher education. It is more and more important for universities to see undergraduate students complete bachelor’s degrees as college dropout rates continue to increase and financial support is decreasing (Tinto, 1993). Tinto stated 1.5 million out of 2.4 entering undergraduates will drop out before receiving a bachelor’s degree. Tinto’s Departure Theory (1993) was used as framework for this study. This model describes student departure over a longitudinal period and the decision process involved. The key factors from Tinto’s model used in this study were academic performance, faculty/staff interactions, and peer group interactions. These factors are in the middle of the decision process and are critical to retaining students. Over one million students who leave college will never complete any type of degree program (Tinto, 1993). Students departing from universities prior to completing a degree limit their potential career opportunities as well as costs universities in lost revenue (DeBerard, Spielmans, & Julka, 2004). This study assessed students’ experiences, academic success, and use of retention programs at Texas Tech University College of Agricultural Sciences and Natural Resources. By identifying students who are at risk of dropping out or having academic difficulties, CASNR can increase student success, student experiences, retention rates, maintain retention programs for students who are struggling, and develop additional programming that may come out of this study. This study concluded that a program is needed multiple times throughout an academic year to bring all the CASNR departments together. Faculty advising should continue based on the positive response by interview participants. Some of the current retention programs had positive comments and should be continued for future incoming CASNR students. This study also found that students need some guidance on degree program choices during their freshman year.Item The influence of a new student orientation program : first semester student success in a suburban community college(2011-08) Lewis, Ted Adam; Educational Administration; Roueche, John E.; Albrecht, Christal M.; Bumphus, Walter G.; Campa, Earl E.; Harrison, Louis; Northcutt, Norvell W.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.Item The Development of the Campus Community Index: Calling Campus Home or Calling It QuitsDavila, Gloria Lizette