Predictors of First-Year Student Retention in the Community College

This article examines the operation and perceived effectiveness of a short-term, nine-community-college consortium, a consortium dedicated to the improvement of student retention and first-year education at each of the colleges in the consortium. The consortium was composed of Alabama community colleges, essentially during calendar year 2002. Its formal title was the Alabama Community College consortium on the First College Year. The effectiveness of the consortium is considered at the conclusion of its one-year duration based on the final reports submitted by the consortium members, and on the evaluation of an external consultant who gathered information from the participating institutions on a confidential basis. Finally, the consortium's effectiveness is considered based on interviews with campus coordinators one year after the consortium's conclusion. The article concludes with recommendations for improved practices in such improvement-directed exercises.

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Peer Mentor Characteristics That Predict Supportive Relationships With First-Year Students: Implications for Peer Mentor Programming and First-Year Student Retention

Journal of College Student Retention Research Theory & Practice ◽

10.1177/1521025116650685 ◽

2016 ◽

Vol 20 (1) ◽

pp. 67-91 ◽

Cited By ~ 8

Author(s):

Laura J. Holt ◽

James E. Fifer

Keyword(s):

Student Retention ◽

Attachment Style ◽

Self Efficacy ◽

Future Research ◽

First Year ◽

Peer Mentors ◽

Peer Mentor ◽

First Year Students ◽

Avoidant Attachment ◽

First Year Student

Peer mentoring programs frequently are implemented on college campuses to enhance first-year college student retention; however, few studies have examined characteristics of peer mentors that are associated with more supportive mentor–mentee relationships, leaving college personnel with a limited understanding of how to improve these vital programs. Accordingly, in this prospective study, we examined whether mentors’ attachment style and self-efficacy to mentor predicted peer mentors’ ( n = 76) or mentees’ ( n = 999) ratings of mentor-provided support. Results showed that mentor self-efficacy mediated the relation between an avoidant attachment style and mentor-reported support; that is, peer mentors with a more avoidant attachment style reported lower self-efficacy to mentor and, in turn, endorsed providing lower levels of support for mentees. Mentor–mentee contact, however, was the only predictor of mentees’ ratings of mentor support. Future research should aim to extend these preliminary findings so as to inform the selection, training, and supervision of peer mentors in college settings, with the ultimate goal of enhancing first-year student retention.

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The Library as an Academic Partner in Student Retention and Graduation: The Library’s Collaboration with the Freshman Year Seminar Initiative at the Bronx Community College

Collaborative Librarianship ◽

10.29087/2013.5.2.05 ◽

2013 ◽

Vol 5 (2) ◽

pp. 94-100

Author(s):

Jesus Sanabria

Keyword(s):

Community College ◽

New York ◽

Academic Success ◽

Student Retention ◽

First Year ◽

Freshman Year ◽

Academic Partner ◽

Age Of Accountability ◽

Teaching Modules ◽

The City

In order for academic libraries to continue to demonstrate their value in an age of accountability, developing strong collaborations is essential. Collaborations provide a first rate opportunity for librarians not only to demonstrate their value to the institution and the research practices of the faculty but to facilitate teaching students how to navigate an increasingly diverse and at times confusing information environment driven by access to several technologies. For students entering college, learning early how to navigate the library and its resources can become an important element to their academic success. Inclusion of the library faculty into the development and teaching modules of student orientations and first year seminars, such as the ones designed at the Bronx Community College of the City of New York, provide a great step in establishing our value in promoting retention and graduation.

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Community college student retention : an examination of student pre-entry attributes, academic experiences, and social experiences and the relationship to first-year persistence

10.32469/10355/57013 ◽

2016 ◽

Author(s):

◽

Cynthia Adamson

Keyword(s):

Community College ◽

College Student ◽

Student Retention ◽

Community College Student ◽

First Year ◽

College Student Retention ◽

First Semester ◽

Federal Financial Aid ◽

High School Gpa ◽

College Student Persistence

This study investigated the extent that the attributes of incoming students and their subsequent academic and social interactions at an institution are related to community college student retention. Student data from a cohort of first-time students (N = 1089) attending a community college in southwest Missouri was analyzed to examine variables related to fall-to-fall student retention. Predictors of first-year retention included receiving federal Pell grants, high school GPA, receiving a C or higher in college orientation, first semester college GPA, and receiving a C or higher in general psychology, general biology, and U.S. History. The findings highlight the importance of college readiness and value of federal financial aid programs for community college student persistence.

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