Review of Undergraduate Student Retention and Graduation Since 2010: Patterns, Predictions, and Recommendations for 2020

2017 ◽  
Vol 22 (2) ◽  
pp. 227-250 ◽  
Author(s):  
Salvatore A. Barbera ◽  
Steven David Berkshire ◽  
Consuelo B. Boronat ◽  
Michael H. Kennedy
Keyword(s):  
Nontraditional Students ◽  
Student Retention ◽  
College Experience ◽  
Theoretical Models ◽  
Demographic Variables ◽  
Bachelor's Degree ◽  
Degree Programs ◽  
Predictors Of Success ◽  
Online Programs ◽  
Broad Array

A plethora of research spanning several decades has attempted to understand predictors of retention and graduation in undergraduate bachelor’s degree programs. The topic is no less important today, as larger and larger swaths of the American population attend college each year. Studies have demonstrated that key demographic variables, indicators of academic readiness, and financial challenges all appear to be important predictors of student retention and graduation. In addition to these historically important indicators, other modern considerations, such as an increasing number of nontraditional students and the availability of online programs, deserve mention. In this review, we covered both historical predictors of success, as well as more novel challenges to the college experience, limiting our discussion to research published since 2010. We also discuss relevant theoretical models for synthesizing this broad array of findings and provide suggestions for the future of research on this topic for the upcoming decade.

scholarly journals WHY THEY STAYED: NEAR-PERFECT RETENTION IN AN ONLINE CERTIFICATION PROGRAM IN LIBRARY MEDIA

2019 ◽  
Vol 10 (4) ◽  
Author(s):  
Katrina A. Meyer ◽  
Janis Bruwelheide ◽  
Russell Poulin
Keyword(s):  
Student Retention ◽  
Academic Integration ◽  
Community Of Inquiry ◽  
Theoretical Models ◽  
Certification Program ◽  
Library Media ◽  
Retention Model ◽  
Online Programs ◽  
Non Traditional Students ◽  
K 12

This paper focuses on an assessment of an online certification program in K–12 library media which has a near-perfect record of retaining students. Students and graduates of the program were asked to identify reasons for enrolling (and staying enrolled) in the program as well as functions that faculty performed well. These reasons were drawn upon three theoretical models of student retention: Tinto, Bean and Metzner, the Community of Inquiry Model, plus advantages of online programs. Open-ended questions and Likert-style items provide some support for the academic integration portion of Tinto’s retention model, Bean and Metzner’s retention model for adult non-traditional students, and the importance of the program being available online in explaining why students stayed. Open-ended questions and Likert-style items also support the use of the Community of Inquiry model as a way of identifying what faculty did well in the program and perhaps contributed to the students’ willingness to stay enrolled in the program.

scholarly journals WHY THEY STAYED: NEAR-PERFECT RETENTION IN AN ONLINE CERTIFICATION PROGRAM IN LIBRARY MEDIA

2019 ◽  
Vol 13 (3) ◽  
Author(s):  
Katrina A. Meyer ◽  
Janis Bruwelheide ◽  
Russell Poulin
Keyword(s):  
Student Retention ◽  
Academic Integration ◽  
Community Of Inquiry ◽  
Theoretical Models ◽  
Certification Program ◽  
Library Media ◽  
Retention Model ◽  
Online Programs ◽  
Non Traditional Students ◽  
K 12

This paper focuses on an assessment of an online certification program in K–12 library media which has a near-perfect record of retaining students. Students and graduates of the program were asked to identify reasons for enrolling (and staying enrolled) in the program as well as functions that faculty performed well. These reasons were drawn upon three theoretical models of student retention: Tinto, Bean and Metzner, the Community of Inquiry Model, plus advantages of online programs. Openended questions and Likert-style items provide some support for the academic integration portion of Tinto’s retention model, Bean and Metzner’s retention model for adult non-traditional students, and the importance of the program being available online in explaining why students stayed. Open-ended questions and Likert-style items also support the use of the Community of Inquiry model as a way of identifying what faculty did well in the program and perhaps contributed to the students’ willingness to stay enrolled in the program.

Fostering Persistence in Science, Technology, Engineering, and Mathematics (STEM): Creating an Equitable Environment That Addresses the Needs of Undergraduate Students

2022 ◽  
pp. 152102512110735
Author(s):  
Jennifer Louten
Keyword(s):  
Social Support ◽  
Student Retention ◽  
Undergraduate Students ◽  
Real World ◽  
Hispanic Students ◽  
Critical Issue ◽  
Degree Programs ◽  
Science Technology ◽  
Stem Students ◽  
And Mathematics

Student retention is a critical issue for universities, and nearly half of the students who start degree programs in science, technology, engineering, and mathematics (STEM) do not complete them. The current study tracks the progress of STEM students taking part in an entry-to-graduation program designed to build community, provide academic and social support, and promote engagement in academically purposeful activities. Although it had no effect on the number of students who changed their major, the program more than doubled the number of students who graduated in their original major. Black or Hispanic students taking part in the program also graduated at twice the rate of comparator students, largely attributable to the success of women in these groups. The results provide needed real-world insights into how to create an equitable environment that promotes the persistence and graduation of students, including those from groups historically underrepresented in STEM.

scholarly journals Impact of social influence in English proficiency and performance in English examinations of mathematics students from a Sino-US undergraduate education program

2020 ◽  
Vol 25 (6) ◽  
pp. 938-957
Author(s):  
Hong Zhang ◽  
Wilson Osafo Apeanti ◽  
Liqiong Ma ◽  
Dianchen Lu ◽  
Xizhong Zheng ◽  
...  
Keyword(s):  
Academic Performance ◽  
Path Analysis ◽  
Undergraduate Education ◽  
English Proficiency ◽  
Applied Mathematics ◽  
Demographic Variables ◽  
Bachelor's Degree ◽  
Mathematics Students ◽  
And Performance ◽  
The Mathematical Model

This study examines the influence of certain academic and demographic variables upon the academic performance of Chinese students enrolled in a cooperative Bachelor’s degree program in Pure and Applied Mathematics. The program is English taught and jointly organised by Jiangsu University, China and Arcadia University, USA. Data from a sample of 166 students is processed using inferential and path analysis, as well as mathematical modelling. As evidenced by the inferential and path analysis, no steady improvement in the English proficiency of students has been observed, while the latter has been found to be influenced by gender and to strongly influence academic performance in Mathematics courses. The effects of negative social influences are assessed via a qualitative analysis of the mathematical model. Threshold quantities similar to the basic reproduction number of mathematical epidemiology have been found to be stability triggers. Possible interventional measures are discussed based on these findings.

Demographics

2021 ◽  
Author(s):  
Valeriy Yulinov ◽  
Natal'ya Patrusheva ◽  
Boris Kochurov
Keyword(s):  
Bachelor's Degree ◽  
Educational Institutions ◽  
Federal State ◽  
Degree Programs ◽  
Educational Standards ◽  
Natural Reproduction ◽  
Municipal Management ◽  
State Educational ◽  
Population Demographic ◽  
Demographic Policy

The textbook covers the main sections of the course "Demography": the object, subject and methods of demography, connection with other sciences; sources of data on the population; the main types and factors of population movement, modes of natural reproduction of the population; migration and reproduction of the population; demographic, ethnic and religious structure of the population; demographic policy of the state. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying under the bachelor's degree programs 38.03.04 and master's degree programs 38.04.04 in the direction of "State and Municipal Management", as well as for all those interested in demographic problems and their solution.

Classroom Preferences

2010 ◽  
pp. 1268-1279
Author(s):  
Chuleeporn Changchit ◽  
Tim Klaus
Keyword(s):  
Student Retention ◽  
Online Instruction ◽  
Online Courses ◽  
Retention Rates ◽  
Online Course ◽  
Online Programs ◽  
Traditional Courses ◽  
Course Offerings

Advances in technology have enabled instructors to design online courses that better meet the needs of students. Online courses generally are adaptations of traditional courses; some courses are more suitable for such online instruction. As the trend of online course offerings continues, universities must understand factors that lead to students’ preferences since online courses can be costly to develop and implement and inappropriate online coursescan lead to lower student retention rates. This study focuses on students’ perceptions of online courses. The results identify issues that affect students’ perceptions and this study concludes by suggesting ways for universities to design online programs that better suit the desires of students.

When Going Online Isn’t Going

2011 ◽  
pp. 234-246
Author(s):  
Elizabeth Osika ◽  
Rochelle Johnson ◽  
Rosemary Buteau
Keyword(s):  
Online Courses ◽  
State Funding ◽  
Degree Programs ◽  
State University ◽  
Southern State ◽  
Online Programs ◽  
Teaching Online ◽  
Future Success ◽  
Small Cohort ◽  
Enrollment Data

Over the last few years, Southern State University (SSU) has experienced a decline in enrollment and state funding. However, one aspect that holds promise, based on past enrollment data, is the potential movement towards providing online degree programs. While SSU provides rewards and encouragement for the development of online courses and programs, and students consistently are quick to fill the online sections, there has only been a small cohort of faculty who embrace teaching online. Therefore, there has been little to no growth in the number of online courses compared to other schools in the area, and not a single program has been established as being offered completely online. SSU is now faced with the issue of how to convince the heavily unionized faculty and other stakeholders that movement to the offering of online programs is a vital aspect of the university’s future success.

Sign in / Sign up

Export Citation Format

Share Document