Browsing by Subject "Student retention"

Now showing 1 - 3 of 3
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    College student persistence in the two-year setting: identifying risk early to guide early integration
    (2013-05) Keys, Margo
    College student persistence is examined. The unique nature of the students and environment of the two-year college setting warrant concentrated research effort. The purpose of the study is to examine student variables associated with persistence and program completion to develop a pre-entrance risk assessment in the two-year college setting. Identifying student risk early to triage students toward interventions such as counseling, tutoring and developmental education courses may lead to answers to student integration, eventually leading to improved student retention. Definitions and limitations of the study are outlined. A literature review includes the theoretical underpinnings surrounding the study of student persistence. Relevant research related to risk factors of attrition pre-matriculation and post-matriculation are included. Ex post facto research will be completed to examine entering students in the 2008-09 academic year at a two-year technical college in the Midwest who participated in the voluntary intake assessment program (n=1127). Student entrance variables readily available at the time of enrollment were used. Variables studied included: Placement exam scores, age, enrollment status, gender, financial aid as independent variables. Student persistence and program completion serves as the dependent variables. Binary logistic regression was used. The independent variables did not have a notable relationship with student persistence or program completion for this two-year college population.
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    Dynamics that Influence Current Student Retention of Students Who Have Transferred
    (2017-06) Rondeau, Heather M
    The purpose of this study was to describe the experiences of current students who have transferred from a community college over a two-year period of time. Three students were interviewed one-on-one for sixty minutes at a four-year, medium sized, regional, comprehensive, public university in the upper Mid-west region of the United States. Four themes emerged across the three participants' experiences at the four-year university which were: support, both academically and socially; financial aid which includes FAFSA and scholarships; transfer credits and the transfer credit policies that influence how credits transfer; and connections to faculty, students, and staff on the four-year university campus. The present study found that although Tinto's (1993, 2012) theories on student retention have similarities, there are differences between the experiences of first-year students at a university and students who have transferred. To ensure the retention of students who have transferred, different methods and techniques should be considered by practitioners and administrators when creating retention plans.
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    Recruiting and Retaining Black Students at UMD: A Handbook (1976-06-01)
    (1976) Maupins, Sylvia;
    From the item: "The program outlined in this handbook is concerned with the recruitment of Black students. Specific suggestions and recommendations will be made regarding the approach UMD personnel should take to recruiting Black students. Each suggestion has been formulated to utilize existing staff on campus, both within the Admissions Office and various offices in Student Affairs. However, it should be noted that the need for a full-time Black recruitment officer is clear, and will be further substantiated later in this report."