Reaching hard to reach students through student learning communities

2017 ◽  
Vol 3 (1) ◽  
pp. 259
Author(s):  
Patrick Blessinger
Keyword(s):  
Learning Communities ◽  
Student Retention ◽  
Student Satisfaction ◽  
Student Learning ◽  
Graduation Rates ◽  
First Year ◽  
Time Period ◽  
The Many ◽  
Retention And Graduation Rates

 Because of the many hurdles and adjustments that students face during their first year at university, it is, typically, during this crucial time period that students decide to continue with their studies, transfer to another university or quit attending university altogether. Student learning communities attempt to mitigate those factors that may lead to student dissatisfaction and non-engagement. To this end, student learning communities attempt to improve student satisfaction and engagement, and concomitantly, to improve student retention and graduation rates.

A Framework for Examining Data and Taking Action to Increase Student Retention and Graduation

2011 ◽  
pp. 275-287
Author(s):  
Gita Wijesinghe Pitter ◽  
William Hudson
Keyword(s):  
Student Retention ◽  
Graduation Rates ◽  
Black College ◽  
College And University ◽  
Large State ◽  
Retention And Graduation Rates ◽  
Taking Action

Increasing student retention and graduation is one of the most difficult challenges facing Traditionally Black College and University (TBCUs). This chapter examines the type of data that is generally available and useful to issues of retention, and suggests a variety of possible actions that can be undertaken to address the findings and impact retention and graduation rates. The framework of IR data and possible actions to address problems revealed by data is based on the experiences at Large State A&M University. The issues revealed are common to many TBCUs, and it is hoped that this sharing of information will assist other TBCUs in addressing the important issues of retention and graduation rates.

scholarly journals Taking Retention Seriously: Rethinking the First Year of College

1999 ◽  
Vol 19 (2) ◽  
pp. 5-9 ◽  
Author(s):  
Vincent Tinto
Keyword(s):  
Learning Communities ◽  
Student Retention ◽  
Learning Environments ◽  
Faculty Members ◽  
Learning Activities ◽  
First Year ◽  
First Year Students ◽  
Shared Learning ◽  
First Year Of College

Efforts on most campuses do not go far enough to promote student retention, especially for first-year students. Add-on classes that are disconnected from one another cannot give students the cohesive environment they need to connect with faculty, staff, and other students. What are needed are learning environments, such as learning communities, that actively involve students, faculty members, and staff in shared learning activities.

scholarly journals The first year: A cultural shift towards improving student progress

2016 ◽  
Vol 6 (1) ◽  
pp. 10-20 ◽  
Author(s):  
Becky Jobe
Keyword(s):  
Student Satisfaction ◽  
Methodological Approach ◽  
Student Attrition ◽  
First Year ◽  
Cultural Shift ◽  
Student Progress ◽  
Innovative Solutions ◽  
Primary Focus ◽  
Retention And Graduation Rates ◽  
Institutional Priority

Student attrition has been a primary focus among higher education institutions for nearly 50 years, yet overall retention and graduation rates continue to be of significant concern. Despite increased attention, ongoing struggles of colleges and universities to effectively address potential barriers to student progress are well-documented.  Part of the challenge lies in garnering widespread organizational commitment that establishes student progress as an institutional priority.  Along with leadership commitment, broad institutional involvement and adherence to a systematic approach to testing new, innovative solutions are necessary to better position the institution to make clear, evidence-based decisions that improve the student experience. The purpose of this manuscript is to detail one university’s cultural shift towards establishing a clear student progress strategy (with particular focus on the first year), and the methodological approach that laid the foundation for a multi-year study of initiatives that resulted in improved student satisfaction, performance, and retention.

scholarly journals Developing a First-Year Transition Camp

2019 ◽  
Vol 19 (2) ◽  
Author(s):  
Darrell C. Ray ◽  
Melissa M. Korduner
Keyword(s):  
Student Success ◽  
Graduation Rates ◽  
College Transition ◽  
First Year ◽  
Retention And Graduation Rates

A number of programs are being developed as campuses strive to enhance retention and graduation rates. One example includes pre-college transition campus. This article will share strategies for designing a transition camp to promote student success.

A Framework for Examining Data and Taking Action to Increase Student Retention and Graduation

2012 ◽  
pp. 37-54
Author(s):  
Gita Wijesinghe Pitter ◽  
William Hudson
Keyword(s):  
Student Retention ◽  
Graduation Rates ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Large State ◽  
Retention And Graduation Rates ◽  
Taking Action ◽  
Black Colleges And Universities

Increasing student retention and graduation is one of the most difficult challenges facing Traditionally Black Colleges and Universities (TBCUs). This chapter examines the type of data that is generally available and useful to issues of retention, and suggests a variety of possible actions that can be undertaken to address the findings and impact retention and graduation rates. The framework of IR data and possible actions to address problems revealed by data is based on the experiences at Large State A&M University. The issues revealed are common to many TBCUs, and it is hoped that this sharing of information will assist other TBCUs in addressing the important issues of retention and graduation rates.

Where to Now for Research into the First Year Experience at University?

2016 ◽  
Vol 8 (2) ◽  
pp. 1-17
Author(s):  
Leonie Rowan ◽  
Chris Bigum ◽  
Kevin Larkin
Keyword(s):  
Student Retention ◽  
Student Satisfaction ◽  
Large Body ◽  
Actor Network Theory ◽  
First Year Experience ◽  
Small Scale ◽  
First Year ◽  
Data Sets ◽  
Sociology Of Translation ◽  
Widespread Belief

Academics and administrators in higher education contexts increasingly invest time, energy and money in the creation and delivery of a positive “first year experience: (FYE)” a term commonly used to refer to a suite of initiatives intended to impact positively upon student satisfaction and maximise student retention. Various forms of technology feature prominently in the resultant programs: a situation which reflects a widespread belief that ‘flexible' and ‘online' learning environments have a major role to play in meeting the needs of contemporary students. Over the past 20 years decision making about how to create a ‘good' first year experience has been increasingly shaped by what is now a large body of scholarship. While this literature contains much that it is valuable it can also serve to limit research conducted in this area. Drawing upon insights from the sociology of translation this paper explores the hinterland of the FYE and the ways in which it might constrain the authors' research in this field. From this basis the authors propose a case for re-imagining and reassembling their research in this area in response to key challenges provided by actor-network theory. With reference to a small scale research project conducted at a one Australian university, they highlight the different data sets—and different realities—that a reassembled FYE research agenda requires them to attend to, and outline implications for future studies in this field.

Fully integrating academic advising with career coaching to increase student retention, graduation rates and future job satisfaction

2018 ◽  
Vol 32 (2) ◽  
pp. 73-79 ◽  
Author(s):  
Thomas R. Tudor
Keyword(s):  
Job Satisfaction ◽  
Student Retention ◽  
Graduation Rates ◽  
Academic Advising ◽  
Career Planning ◽  
The United States ◽  
Academic Advisor ◽  
Career Coaching ◽  
New Approach ◽  
Retention And Graduation Rates

Higher education institutions in the United States are under increasing pressure to retain and graduate more students. Traditionally, the academic advisor helps students to meet degree graduation requirements and may also do some minor career advising. A new approach is proposed, in which career coaching with industry help becomes just as important and is formalized into the academic advisor’s role. Under this approach, students are advised in relation not only to their progress towards their degree, but also to their progress towards their career. They undergo a required process to choose a career and must make progress towards it while pursuing their degree. The use of formal career coaching combined with academic advising is based on goal-setting theory and career planning research. This new approach to advising may lead to increased student retention and graduation rates and also to higher job satisfaction after graduation.

Not scraping the bottom of the barrel: Disadvantage, diversity and deficit as rich points

2019 ◽  
Vol 19 (3) ◽  
pp. 244-263
Author(s):  
Adrian Hale
Keyword(s):  
Student Retention ◽  
Student Satisfaction ◽  
First Year ◽  
First Year Students ◽  
New Directions

First-year students’ literacy deficits are not the problem. They are emblematic of an overall skill set which can be scaffolded from the first year of university study. If we treat literacy deficits as contingent upon other items of motivation, and as an element of Academic Motivational Literacy, we can usually also see these deficits as ‘rich points’ ( Agar (2000) Border lessons: linguistic “rich points” and evaluative understanding. New Directions for Evaluation 2000: 93–109.). That is, in many cases, students have a desire to succeed, and we can typically build from one or more literacies to greater motivation and success in other areas. Or, to put it another way, a deficit might be a problem, but it is also an opportunity. This concept, of targeting weaknesses to build overall confidence, underpins the approach taken in a first-year subject for a cohort of students who are particularly disadvantaged, diverse and underconfident. This paper will present examples of programs undertaken in this course over the space of six years which addressed each need as an opportunity, and it will provide evidence to show that success, in student retention, in overall grade distributions, and in student satisfaction, was the result.

Advising as Servant Leadership: Investigating Student Satisfaction

2015 ◽  
Vol 35 (2) ◽  
pp. 28-35 ◽  
Author(s):  
W. Kohle Paul ◽  
Colleen Fitzpatrick
Keyword(s):  
Professional Development ◽  
Regression Analysis ◽  
Servant Leadership ◽  
Student Retention ◽  
Student Satisfaction ◽  
Multiple Regression Analysis ◽  
First Year ◽  
Senior Year ◽  
Hierarchical Multiple Regression ◽  
Positive Correlations

Student satisfaction with advising is positively linked to first-year student retention and sophomore persistence to their senior year. However, inconsistencies in the advising literature confound conclusions about the most effective advising approach to elicit student satisfaction. Positive links between the servant leadership approach and advising behaviors have been shown, but student satisfaction remains unexamined. We investigate student satisfaction with servant leadership–based advising. Utilizing hierarchical multiple regression analysis, we found positive correlations between servant leadership and student satisfaction with advising. In particular, advisors' altruistic behaviors elicited the greatest impact on student satisfaction. Implications for practice include advancing advising pedagogy and improving advisor selection and professional development.

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