Food and Housing Security: A Prerequisite for Student Success at a Large Public University

2018 ◽  
Vol 118 (10) ◽  
pp. A166
Author(s):  
A. Hege ◽  
T. Stephenson ◽  
M. Pennell ◽  
B. Revlett ◽  
C. VanMeter ◽  
...  
Keyword(s):  
Student Success ◽  
Public University ◽  
Housing Security

Pathway patterns mobility study of first time vs. transfer students in computer science and information technology programs at a public university

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Prateek Basavaraj ◽  
Ivan Garibay ◽  
Ozlem Ozmen Garibay
Keyword(s):  
Information Technology ◽  
Student Success ◽  
Computer Science ◽  
Transfer Students ◽  
Public University ◽  
Transfer Student ◽  
Mobility Patterns ◽  
Content Type ◽  
First Time ◽  
Progression Patterns

PurposePostsecondary institutions use metrics such as student retention and college completion rates to measure student success. Multiple factors affect the success of first time in college (FTIC) and transfer students. Transfer student success rates are significantly low, with most transfer students nationwide failing to complete their degrees in four-year institutions. The purpose of this study is to better understand the degree progression patterns of both student types in two undergraduate science, technology, engineering and mathematics (STEM) programs: computer science (CS) and information technology (IT). Recommendations concerning academic advising are discussed to improve transfer student success.Design/methodology/approachThis study describes how transfer student success can be improved by thoroughly analyzing their degree progression patterns. This study uses institutional data from a public university in the United States. Specifically, this study utilizes the data of FTIC and transfer students enrolled in CS and IT programs at the targeted university to understand their degree progression patterns and analyzes the program curricula using network science curricular analytics method to determine what courses in the curriculum require more assistance to retain students.FindingsThe major findings of this study are: (1) students’ degree mobility patterns within an institution differ significantly between transfer and FTIC students; (2) some similarities exist between the CS and IT programs in terms of transfer students' degree mobility patterns; (3) transfer students' performance in basic and intermediate level core courses contribute to differences in transfer students' mobility patterns.Originality/valueThis study introduces the concept of “mobility patterns” and examines student degree mobility patterns of both FTIC and transfer students in a large public university to improve the advising process for transfer students regarding courses and identifying secondary majors.

scholarly journals Predicting EdD Applicant Potential Using Structured Behavioral Interviews During the Application Process

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Laurie A. Kimbrel ◽  
Mary Alice Varga
Keyword(s):  
Student Success ◽  
Selection Process ◽  
Structured Interview ◽  
Public University ◽  
Candidate Selection ◽  
Science Literature ◽  
Application Process ◽  
Evolving Data

This essay describes the work of faculty at a public university in the southeast to align their application process with CPED principles through the addition of structured behavioral interviews. Their work was grounded in the premise that redefinition of the Ed. D. program to focus on the effective preparation of scholarly practitioners also requires a redefinition of the type of student who is most likely to benefit and, consequently, how the applicants most likely to achieve success are identified and admitted. A structured interview was added to the application process as a tool to gather data to accurately predict the likelihood of student success in the program and as a leader of change in schools. The development of the interview was guided by selection science literature, and questions were aligned to essential student attributes. Although the interview questions and process are still evolving, data from the initial administration suggests that the interview has promise as a useful element of the candidate selection process.

scholarly journals Healthy, Housed, and Well-Fed: Exploring Basic Needs Support Programming in the Context of University Student Success

AERA Open ◽  
2020 ◽  
Vol 6 (4) ◽  
pp. 233285842097261
Author(s):  
Brandon Balzer Carr ◽  
Rebecca A. London
Keyword(s):  
College Students ◽  
Student Success ◽  
Low Income ◽  
Basic Needs ◽  
Public University ◽  
Low Income Students ◽  
Assistance Program ◽  
Work Requirements ◽  
Nutrition Assistance ◽  
Support Programming

Meeting college students’ basic needs is the goal of a new set of student success initiatives that address students’ urgent food, housing, or financial hardships in an effort to help them remain and succeed in college. Focusing on one California public university, we describe one such basic needs program, identifying the students who participate, their hardships and services received, and their retention over time. Students presented with issues in four main areas: food insecurity, mental health, multiple severe hardships, and need for one-time supports. In general, participants were retained at lower rates than the campus average, which is to be expected given their severe hardships. However, those who enrolled in the Supplementation Nutrition Assistance Program (SNAP) were retained at higher rates, on par with or higher than university-wide retention. California has amended SNAP regulations to waive work requirements for low-income students, making it easier for college students to qualify.

scholarly journals VALIDATING Pathways to Student Success and Retention

2021 ◽  
Vol 28 (1) ◽  
Author(s):  
Neva Lozada ◽  
Paul Croft
Keyword(s):  
Student Success ◽  
Student Retention ◽  
Return On Investment ◽  
College Preparation ◽  
Public University ◽  
Support Programs ◽  
First Year ◽  
Retention Model ◽  
First Year Students ◽  
Student College

Retention interventions focus on support programs, measures of success, and demographics. This study offers an alternate student-based narrative relative to student college preparation and self-diagnosed functionalities and compatibilities. We examine metrics that portray economic and environmental settings and social frameworks – as well as interactions, behaviors, and responses – that comprise first-year students’ experiences for the spectrum of engagement behaviors. We analyze the return on investment for student retention efforts at a four-year public university by applying a predictive and proactive retention model. We also discuss ensuring accessibility to services, diagnosing student intervention, and considering subsequent engagement behaviors.

scholarly journals The Influence of Syllabus Tone on Student Engagement in a Wellness Course

2020 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Amy Howton ◽  
Mandy McGrew ◽  
Liyuan Liu ◽  
Lauren L. Staples ◽  
Herman E. Ray
Keyword(s):  
Student Success ◽  
Public University ◽  
Southern United States ◽  
Success Rates ◽  
Sufficient Time ◽  
Student Progression ◽  
Learner Centered ◽  
Wellness Course ◽  
Time Reading ◽  
The Impact

This study examines the impact of changing the tone of a traditional syllabus to make it more learner-centered. The researchers examined a required wellness course that serves over 8,000 students per year at a large, four-year public university in the southern United States. Concerns about student progression through programs and graduation rates had prompted a number of faculty to look into ways to increase these numbers. The investigators changed the tone of the syllabus to determine if a more learner-centered document would increase the chances of students interacting with the syllabus and, in turn, increase the success rates in the course. The results indicated that few students spent sufficient time reading the syllabus to take in all the information regardless of the tone used within the document, so the tone, by itself, did not impact student success.

A Little Help From Their Friends? How Social Factors Relate to Students' Sense of Belonging at a Large Public University

2021 ◽  
pp. 152102512098510
Author(s):  
Joseph A. Anistranski ◽  
B. Bradford Brown
Keyword(s):  
Student Success ◽  
Degree Completion ◽  
Social Factors ◽  
Sense Of Belonging ◽  
Public University ◽  
Regression Analyses ◽  
Academic Factors ◽  
Individual Level ◽  
Adjustment To College ◽  
Midwestern University

Sense of belonging plays a key role in college students' persistence and successful degree completion. This study evaluated how social factors contributed to students’ sense of belonging at a major Midwestern university when controlling for individual-level and academic factors. Hierarchical multiple regression analyses revealed that students’ sense of belonging was significantly associated with underrepresented backgrounds, personality traits, adjustment to college, and friendship variables. We discuss the potential implications of these relationships in promoting retention and student success.

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