Browsing by Author "Xie, Baozhen"
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Item Are Leavers and Persisters Really Different: A Comparative Study of Issues Reported in GC Advising Files(University of Minnesota: General College, 2005-11-07) Xie, Baozhen; Wambach, Catherine; Franko, Jennifer; Connor, JenniferThe purpose of this study was to examine whether GC leavers and persisters had different issues reported in their advising files. Information from persisters’ files was compared to a prior analysis of leavers from the GC 2003 NHS cohort. It was found that persisters and leavers were not significantly different in frequency and categories of issues reported. Persisters and leavers had similar proportions of issues reported in four categories: student academic, student non-academic, institutional academic, and institutional non-academic issues. Among both groups, academic issues were reported more often than non-academic issues, and student issues were reported more often than institutional issues. Persisters and leavers were also similar in rank orders of frequency of individual issues, although compared to leavers, persisters seemed to have a lower frequency of academic alerts and low motivation issues and a higher frequency of other issues.Item A Brief Report: Gender, Ethnicity, Academic Standing and Student Issues Reported in Advising Files(University of Minnesota: General College, 2005) Xie, Baozhen; Wambach, Catherine; Franko, Jennifer; Connor, JenniferItem A Preliminary Report about Change of Majors among the GC 2005 NHS Cohort(University of Minnesota: General College, 2006-02) Xie, Baozhen; Wambach, Catherine; Franko, Jennifer; Connor, JenniferItem What Advising Files Tell Us about Students Who Leave General College?(University of Minnesota: General College, 2005) Xie, Baozhen; Franko, Jennifer; Wambach, Catherine; Jansen, Elizabeth; Connor, JenniferThis study describes information contained in advising files about issues students encounter during their first two years of college, and the potential value of this information in understanding student leaving. Students who enrolled in a college program for underqualified students and who left before the end of their sophomore year were identified and 100 were chosen at random for file analysis. The analysis suggested that leavers in poor academic standing had more and different issues reported in their files than did leavers in good academic standing. This suggests a possible relationship between issues and different types of leaving or may be the result of higher self-disclosure within the poor academic standing group.