Browsing by Subject "retention"

Now showing 1 - 8 of 8
  • Thumbnail Image
    Item
    Breaking down barriers: Academic obstacles of first-generation students at research universities
    (The Learning Assistance Review, 2013-06-03) Stebleton, Michael; Soria, Krista
    The purpose of this study was to examine the perceived academic obstacles of first-generation students in comparison to non-first-generation students. Using the Student Experience in the Research University (SERU) completed by approximately 58,000 students from six research universities, the researchers used nonparametric bootstrapping to analyze differences between first-generation and non-first-generation students’ obstacles to academic success. The results suggest that first-generation students more frequently encounter obstacles that compromise their academic success as compared to non-first-generation students, such as job responsibilities, family responsibilities, perceived weak English and math skills, inadequate study skills, and feelings of depression. Implications for learning assistance professionals are outlined.
  • Thumbnail Image
    Item
    Global Literacy Through Mandarin Immersion and STEM: Year Three Evaluation Report (2011-2012)
    (Center for Applied Research and Educational Improvement, 2012-12) Dretzke, Beverly; Miron, Chloe O
    In 2009, a Foreign Language Assistance Program (FLAP) grant was awarded by the U.S. Department of Education to the Minnesota Mandarin Immersion Collaborative (MMIC) for the project Global Literacy Through Mandarin Immersion and STEM. The funding was expected to continue for a total of 5 years contingent upon annual renewal approved by Congress. However, in 2011, Congress voted to discontinue all FLAP funding. The 3 years’ of funding received by the MMIC supported early elementary immersion instruction in Mandarin Chinese that begins at the kindergarten level and the development of a curriculum that has a content focus on Science, Technology, Engineering, and Math (STEM). The schools in the MMIC have added a grade level each year, with the intent of creating the capacity to continue Chinese immersion to grades 7-12. The MMIC contracted with the Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota to serve as the external evaluator of the project. This report presents CAREI’s evaluation of the third year of the grant-funded project. The report includes enrollment and retention data as well as the results of a parent survey and a survey of English teachers (i.e., instructional staff whose positions were in the regular, non-immersion program).
  • Thumbnail Image
    Item
    Library Use and Undergraduate Student Outcomes: New Evidence for Students’ Retention and Academic Success
    (2013-01-24) Soria, Krista; Fransen, Jan; Nackerud, Shane
    Academic libraries, like other university departments, are being asked to demonstrate their value to the institution. This study discusses the impact library usage has on the retention and academic success of first-time, first year undergraduate students at a large, public research university. Usage statistics were gathered at the University of Minnesota during the Fall 2011 semester for thirteen library access points. Analysis of the data suggests first-time, first-year undergraduate students who use the library have a higher GPA for their first semester and higher retention from fall to spring than non-library users.
  • Thumbnail Image
    Item
    Minutes: Senate Committee on Educational Policy: September 5, 2007
    (University of Minnesota, 2007-09-05) University of Minnesota: Senate Committee on Educational Policy
  • Thumbnail Image
    Item
    Newcomer Retention and Productivity in Online Peer-Production Communities
    (2018-07) Karumur, Raghav Pavan Srivatsav
    Online communities are online interaction spaces for people that break the barriers of time, space, and scale and provide opportunities for companionship and social support, information exchange, retail, and entertainment. Among them are online peer production communities that have a fantastic business model where volunteers come together to produce content and drive traffic to these sites. Although as a class these communities are successful, the success of individual communities greatly varies. To become and remain successful, these communities must meet a number of challenges related to starting communities, retention of members, encouraging commitment, and contribution from their members, regulating the behavior of members and so on. This dissertation focuses on the specific challenge of newcomer retention and productivity in the context of online peer-production communities. Exploring three different communities with entirely different structures and compositions – MovieLens, GitHub, and Wikipedia and building upon prior work in this space, this dissertation offers a number of important predictors of retention and productivity of newcomers. First, this dissertation explores the value of early activity diversity in the presence of the amount of early activity as a predictor of newcomer retention. Second, this dissertation digs into more fundamental psychological traits of newcomers such as personality and presents findings on relationships between personality and newcomer retention, preferences, and productivity. Third, this dissertation explores and presents results on the relationship between community interactions (apart from norms, policies and rigid structures) and newcomer retention. Fourth, this dissertation studies and presents the effects of various kinds of prior experience of newcomers on retention and productivity in a new group they join. This dissertation concludes by offering a number of directions for future research.
  • Thumbnail Image
    Item
    Rethinking Retention: Using Engagement to Increase Adult Distance Learner Persistence
    (2015-08) Gullixson, Amy
    As a result of the growth in distance education, and subsequently, the growth of distance learners, it is exceedingly important, and necessary, to find ways for the institution to retain these students by identifying their needs and implementing practices that facilitate persistence (Tinto, 2012). Research shows that engagement from the institution through student services advisement (Nichols, 2010) and orientations (Braxton, et al., 2014; Nash, 2005; Radwan & Leeds, 2009; Wojciechowski & Palmer, 2005) is some of the most effective ways in which to engage, and thereby retain, students and help them persist. The retention of adult distance learners is vital to any university that depends on this population for revenue; therefore, determining the ways in which engagement assists with distance learner persistence is important for perpetuation of the institution. This study aimed to identify which engagement initiatives and practices are expected, effective, and predictive for retaining nontraditional distance learners. Identifying effective practices can help practitioners determine the ways to translate current research into effective practice for that of adult distance learners. Failure to retain any student � traditional or nontraditional - has obvious consequences, many of which are detrimental to the institution, such as reputation, loss of revenue, and cost to continuously recruit new (or more) learners. Institutional, individual, and societal benefits confirm the importance of this topic. However, it is also important to note that a higher education likely improves lives in many ways that cannot be easily quantified. Knowing this, it is necessary to identify ways to promote learner persistence and increase retention and completion.
  • Thumbnail Image
    Item
    Student-faculty and peer interactions among immigrant college students in the United States
    (Multicultural Learning and Teaching, 2013-06-03) Stebleton, Michael; Soria, Krista; Aleixo, Marina; Huesman, Ronald Jr.
    This study examined student-faculty interactions and peer interactions among immigrant college students attending 4-year research universities in the United States. Using the Student Experience in the Research University (SERU) survey completed by 58,000 undergraduate students from six large, public research universities, the researchers used analysis of variance and multiple linear regression analyses to explore differences between immigrant populations. The results suggest that there are significant differences between immigrant and non-immigrant college students with regard to their sense of belonging, faculty interactions, and peer interactions. There are also differences within immigrant waves and generational status. Implications and recommendations for educators in multicultural learning and teaching contexts are outlined.
  • Thumbnail Image
    Item
    Who Stays, Who Goes, Who Knows? A State-Wide Survey of Child Welfare Workers
    (Child and Family Services Review, 2017-01) Griffiths, Austin; Royse, David; Culver, Kaylee; Piescher, Kristine; Zhang, Yanchen
    Child welfare workforce turnover remains a significant problem with dire consequences. Designed to assist in its retention efforts, an agency supported state-wide survey was employed to capture worker feedback and insight into turnover. This article examines the quantitative feedback from a Southern state’s frontline child welfare workforce (N=511), examining worker intent to leave as those who intend to stay employed at the agency (Stayers), those who are undecided (Undecided), and those who intend to leave (Leavers). A series of One-Way ANOVAs revealed a stratified pattern of worker dissatisfaction, with stayers reporting highest satisfaction levels, followed by undecided workers, and then leavers in all areas (e.g., salary, workload, recognition, professional development, accomplishment, peer support, and supervision). A Multinomial Logistic Regression model revealed significant (and shared) predictors among leavers and undecided workers in comparison to stayers with respect to dissatisfaction with workload and professional development, and working in an urban area. Additionally, child welfare workers who intend to leave the agency in the next 12 months expressed significant dissatisfaction with supervision and accomplishment, and tended to be younger and professionals of color.