› › The Impact Of A First Year Experience Course On The Academic Performance Persistence And Graduation Rates Of First Semester College Students

The Impact of a First-year Experience Course on the Academic Performance, Persistence, and Graduation Rates of First-semester College Students

Author :

Publisher :

Page : 136 pages

File Size : 49,73 MB

Release : 2006

Category :

ISBN :

Get eBook

Book Description

The purpose of this study was to assess the impact of a first-year experience course on the academic performance, persistence, and graduation rates of first-semester college students. This study was conducted by analyzing admission and transcript data of first-year students who began their undergraduate studies in the fall of 1998. A total of 681 first-year experience course completers were matched with 681 nonparticipants according to their sex, race, SAT score, high school GPA and intended major. These two groups of similar backgrounds and academic potential were compared using independent samples t -tests, analysis of variance, and Chi-square tests of association. Results indicated that first-year experience course completers from the fall of 1998 achieved a higher mean GPA in their first semester than those of similar characteristics who chose not to take the elective course. Moreover, course completers persisted to their second, third and fourth semesters at greater rates than the group of nonparticipants. Likewise, course completers graduated within four, five and six years of study more than their nonparticipant counterparts. Consequently, the first-year experience course had an overall positive impact on the academic performance, persistence, and graduation rates of first-semester students from the fall of 1998 at a public research university.





Completing College

Author : Vincent Tinto

Publisher : University of Chicago Press

Page : 240 pages

File Size : 24,1 MB

Release : 2012-04-15

Category : Education

ISBN : 0226804526

Get eBook

Book Description

Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and Completing College carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success.





Examining the Impact of a First-year Experience Course on Student Retention and Persistence at a Midwest, Two-year Public College

Author : Schenzel Jason E.

Publisher :

Page : 155 pages

File Size : 44,88 MB

Release : 2018

Category : College dropouts

ISBN :

Get eBook

Book Description

A Midwest two-year technical college implemented a first-year experience (FYE) course in fall of 2017, but no formal examination into the course's impact had been conducted. The purpose of this study was to investigate the college's student retention numbers pre- and post FYE course implementation and to understand if the efforts to increase student retention had been effective. A sequential mixed methods approach was used for the study and incorporated both descriptive and inferential statistics. The study concludes with an analysis of student persistence rates at a Midwest, two-year public college pre- and post implementation of the GPS course. Results of this study could help identify any gaps in the GPS course or opportunities for improvement in the curriculum or course offerings. This study has implications within continuous improvement efforts related to student retention and persistence by assessing the college's GPS course. The development of a student experience survey for the FYE course could be used in the future as a tool or process to be re-administered to continue to improve the course and reassess its impact on student retention and persistence. The overall findings of the study on the GPS course could be generalized to other public two-year colleges with similar GPS courses.



How College Affects Students

Author : Matthew J. Mayhew

Publisher : John Wiley & Sons

Page : 784 pages

File Size : 49,80 MB

Release : 2016-08-23

Category : Education

ISBN : 1119101972

Get eBook

Book Description

The bestselling analysis of higher education's impact, updated with the latest data How College Affects Students synthesizes over 1,800 individual research investigations to provide a deeper understanding of how the undergraduate experience affects student populations. Volume 3 contains the findings accumulated between 2002 and 2013, covering diverse aspects of college impact, including cognitive and moral development, attitudes and values, psychosocial change, educational attainment, and the economic, career, and quality of life outcomes after college. Each chapter compares current findings with those of Volumes 1 and 2 (covering 1967 to 2001) and highlights the extent of agreement and disagreement in research findings over the past 45 years. The structure of each chapter allows readers to understand if and how college works and, of equal importance, for whom does it work. This book is an invaluable resource for administrators, faculty, policymakers, and student affairs practitioners, and provides key insight into the impact of their work. Higher education is under more intense scrutiny than ever before, and understanding its impact on students is critical for shaping the way forward. This book distills important research on a broad array of topics to provide a cohesive picture of student experiences and outcomes by: Reviewing a decade's worth of research; Comparing current findings with those of past decades; Examining a multifaceted analysis of higher education's impact; and Informing policy and practice with empirical evidence Amidst the current introspection and skepticism surrounding higher education, there is a massive body of research that must be synthesized to enhance understanding of college's effects. How College Affects Students compiles, organizes, and distills this information in one place, and makes it available to research and practitioner audiences; Volume 3 provides insight on the past decade, with the expert analysis characteristic of this seminal work.







Increasing Persistence

Author : Wesley R. Habley

Publisher : John Wiley & Sons

Page : 513 pages

File Size : 23,45 MB

Release : 2012-06-25

Category : Education

ISBN : 1118234847

Get eBook

Book Description

INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.



Why the First-Year Seminar Matters

Author : Christine Harrington

Publisher : Rowman & Littlefield

Page : 164 pages

File Size : 18,14 MB

Release : 2018-08-10

Category : Education

ISBN : 1475842481

Get eBook

Book Description

Why the First-Year Seminar Matters: Helping Students Choose and Stay on a Career Path provides an overview of the Guided Pathways movement and the critical role that the first-year seminar can play in setting the stage for student success. After reviewing the extensive history and research on first-year seminars, Harrington and Orosz suggest that the time is right for colleges and universities to re-imagine the first-year seminar course within the Guided Pathways framework. More specifically, by increasing the focus on career exploration and decision-making and addressing key success skills students need, the first-year seminar can serve as an essential foundational element of Guided Pathways. Readers will find the practical suggestions on how to engage in backward course redesign and the making the case data helpful as they aim to address equity gaps and require this course of all incoming first-year students.