Increasing One-Year Retention Rates by Focusing on Academic Competence: An Empirical Odyssey

2002 ◽  
Vol 4 (3) ◽  
pp. 297-324 ◽  
Author(s):  
Michael P. Ryan ◽  
Patricia A. Glenn
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Student Development ◽  
Academic Integration ◽  
Objective Assessment ◽  
Retention Rates ◽  
Learning Skills ◽  
Student Departure ◽  
Intrusive Advising ◽  
One Year

This article chronicles the 5-year effort of a comprehensive student development and advising center to identify the most effective support programs for increasing one-year retention rates for first-time freshmen at an urban metropolitan university. An initial analysis of student satisfaction data suggested that the institution had neglected the potential role of learning skills in promoting the academic integration that leads to institutional conmitment and persistence in Tinto's (1993) student departure model. Focusing on students admitted in good academic standing, successive program development and evaluation efforts made it clear that the route to improving retention rates lay in increasing student learning skills and academic efficacy. The progression from intrusive advising programs to integrated and systematic learning skills instruction resulted in substantial gains in first-year retention rates for program participants. Such gains depended upon the development of a system of highly focused interventions and a commitment to the objective assessment of the retention impact of each intervention. In keeping with the injunctions of the Student Learning Imperative (Kuh et al., 1996), student affairs offices are urged to play a fundamental role in student retention by helping students acquire the active learning skills that facilitate academic integration and institutional commitment.

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

Friends from Home: Asset and Liability to African American Students Attending a Predominantly White Institution

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Douglas A. Guiffrida
Keyword(s):  
African American ◽  
Student Affairs ◽  
Predominantly White ◽  
Student Development ◽  
African American Students ◽  
Predominantly White Institution ◽  
Student Affairs Practitioners ◽  
Student Departure ◽  
American Students ◽  
The Impact

The importance of connections with peers to student development and retention has been highlighted in Astin's (1984) Theory of Student Involvement and Tinto's (1993) Theory of Student Departure, which are two of the most widely referenced and validated models in student affairs literature. However, recent research has questioned the applicability of these models to African American students who attend predominantly White institutions (PWIs). Although prior research has indicated that the models should be modified to recognize the importance of students’ relationships with their families, research has failed to understand the impact of relationships with friends from home. The purpose of this qualitative study was to understand the conditions under which friends from home were perceived as assets or liabilities to 99 African American undergraduates who attended a PWI. The results provide a link for broadening the applicability of Astin’s and Tinto's models and offer student affairs practitioners deeper insight into African American students' experiences at PWIs.

Could we please lose the mapping metaphor, please?

2001 ◽  
Vol 24 (6) ◽  
pp. 1119-1120 ◽  
Author(s):  
Michael Tomasello
Keyword(s):  
Social Cognition ◽  
Word Learning ◽  
Learning Process ◽  
Cultural Learning ◽  
Mind Reading ◽  
Linguistic Communication ◽  
Learning Skills ◽  
One Year

Although Bloom gives more credit to social cognition (mind reading) than do most other theorists of word learning, he does not go far enough. He still relies fundamentally on a learning process of association (or mapping), neglecting the joint attentional and cultural learning skills from which linguistic communication emerges at one year of age.

scholarly journals Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach

2018 ◽  
Vol 8 (3) ◽  
pp. 98 ◽  
Author(s):  
Robin Anderson ◽  
Jo Boaler ◽  
Jack Dieckmann
Keyword(s):  
Student Learning ◽  
Professional Learning ◽  
English Learners ◽  
Instructional Practice ◽  
Student Beliefs ◽  
The Us ◽  
Math Test ◽  
Math Test Scores ◽  
One Year ◽  
Mathematics Teaching Methods

The idea that success in mathematics is only available to those born as “mathematics people” has been challenged in recent years by neuroscience, showing that mathematics pathways develop in the brain through learning and practice. This paper reports on a blended professional learning model of online and in-person meetings during which 40 teachers in 8 school districts in the US learned about the new brain science, challenging the “math person” myth, as well as effective mathematics teaching methods. We refer to the combination as a Mathematical Mindset Approach. Using mixed methods, we conducted a one-year study to investigate teacher and student learning in a Mathematical Mindset network. We collected data on teacher and student beliefs, teacher instructional practice, and student learning gains on state achievement tests. The results from our quantitative analyses found statistically significant positive improvements in student beliefs, teacher’s instructional practice, and on students’ math test scores. The mindset approach particularly raised the achievement of girls, English learners, and economically disadvantaged students. Based on our qualitative analysis, we propose that the success of the intervention rests upon two central factors: (1) The different forms of PD served to eradicate the learning myths that had held up teachers and learners; and that (2) Teachers had space for identity work as mathematical learners.

scholarly journals Student Course Evaluations In Traditional And Blended Courses: A Case Study

2011 ◽  
Vol 4 (1) ◽  
Author(s):  
Gadis Nowell
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Cost Benefit Analysis ◽  
Research Question ◽  
Cost Benefit ◽  
Course Satisfaction ◽  
Future Research ◽  
Traditional Learning ◽  
Net Benefit

It is generally held that blended learning is gaining acceptance and being adopted at college campuses throughout the U.S.  Accompanying this trend has been an expansion of the research efforts in this area. These efforts have been guided mainly by the five pillars of the Sloan Consortium Quality Framework (Sloan-C) and two large questions.    One question is, “Is blended learning better than other learning environments?"   In this study, this question was examined from the perspective of the Sloan-C's student satisfaction pillar.  The research question was stated as follows:  “Is the level of student course satisfaction generated by blended learning higher than that which is generated by traditional face-to-face classroom learning?”  The results of this study revealed "no differences" between blended and traditional learning on the student course satisfaction variable.  In this regard, it is important to note that this finding of "no differences" is consistent with the existing research findings on student learning effectiveness as well.  Given this combined evidential pattern the following question is relevant and has implications for future research efforts in this area:  "Within the context of cost/benefit analysis, why should an institution invest the additional resources needed to effectively implement a blended format when, in accordance with the existing research evidence, there is little or no net benefit in terms of its impact on students; i.e., either in terms of student satisfaction or student learning?".

scholarly journals The Influence of Scramble Learning Models and Motivation Learning on the Results of Citizension Education Class V SD Students State 101766 Bandar Setia

2021 ◽  
Vol 4 (1) ◽  
pp. 288-304
Author(s):  
Dewi Lestari ◽  
Reh Bungana ◽  
Siman Siman
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Motivation ◽  
High Learning ◽  
Quasi Experimental

Teachers have a duty to encourage, guide and provide learning facilities to achieve goals. Teachers have a responsibility to see everything that happens in the classroom to help student development. Teachers must be able to carry out their duties properly by first having to understand carefully the matters relating to the teaching and learning process, because the success of the learning process is supported by the ability of the teacher to develop and generate activeness and students in the learning process. The research method used is the Quasi Experiment (Quasi Experimental Method) with the research design as the basis for the implementation of the research is to distinguish the influence of the Inquiry method and the effect of conventional methods on learning outcomes of Citizenship Education in terms of high learning motivation and low learning motivation where the treatment class is class Va student and Vb class. The following is presented sequentially descriptive data regarding: (1) Civics learning outcomes students are taught using scramble learning model, (2) Civics student learning outcomes are taught using the expository model, (3) Civics student learning outcomes have high learning motivation, (4) Civics student learning outcomes have motivation to learn low, (5)Civics learning outcomes of students who have high learning motivation are taught with the Scramble learning model, (6) Civics learning outcomes of students who have low learning motivation are taught with the Scramble learning model, (7) Civics learning outcomes of students who have high learning motivation are taught using the expository learning model, (8) Civics learning outcomes of students who have low learning motivation are taught using the expository learning model.

scholarly journals Determinants and Consequences of Students Learning Satisfaction During Covid-19 Pandemic

2021 ◽  
Vol 16 (1) ◽  
pp. 1
Author(s):  
Arfah Habib Saragih ◽  
Joansyah Adwie ◽  
Adang Hendrawan
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Student Performance ◽  
Student Perception ◽  
Learning Performance ◽  
Intention To Use ◽  
Learning Satisfaction ◽  
Survey Results ◽  
Positive Effect

This study examines the effect of student perception in online learning on student satisfaction and its impact on student learning performance and intention to use in the future. The regression analysis method was used based on the survey results from 157 students. Results indicate that students' perceptions of online learning had a positive effect on student satisfaction, intention to use, and student learning performance. Further, student satisfaction has a positive effect on student learning performance but does not affect the intention to use. The implications for lecturers, students, and faculties are also discussed. Keywords:  student perception, online learning, student satisfaction,   student performance, intention to use, covid-19 pandemic

Description of Professional Master's Athletic Training Programs

2015 ◽  
Vol 10 (1) ◽  
pp. 39-46 ◽  
Author(s):  
Thomas G. Bowman ◽  
William A. Pitney ◽  
Stephanie M. Mazerolle ◽  
Thomas M. Dodge
Keyword(s):  
Student Learning ◽  
Athletic Training ◽  
Clinical Education ◽  
Training Programs ◽  
Retention Rate ◽  
Retention Rates ◽  
Athletic Training Student ◽  
Career Placement ◽  
Data Saturation ◽  
Using Data

Context Professional master's (PM) athletic training programs (ATPs) are becoming more popular as the profession debates what the entry-level degree should be for athletic training. More information is needed related to the potential benefits of PM ATPs. Objective Describe the Commission on Accreditation of Athletic Training Education (CAATE) accredited PM ATPs including athletic training student retention rates and career placement rates as well as strengths and areas for improvement. Design Mixed-method study. Setting Professional master's ATPs. Patients or Other Participants We surveyed directors of all accredited PM ATPs and obtained responses from 15 out of the 25 directors (60.0%). Main Outcome Measure(s) We sent a link to an electronic survey to all directors. The survey asked background questions about the ATP, the institution, and the director. Using data saturation as a guide, we also performed follow-up telephone interviews with 8 directors to expand upon the data gathered in the survey, specifically related to aspects of their PM ATPs. We analyzed the data using grounded theory and maintained trustworthiness through multiple analyst triangulation, member checks, and a peer review. Results Our findings indicate an 88.7% retention rate and an 88.5% career placement rate for PM athletic training students. The directors responded very positively about their ATPs, particularly didactic education. The participants also felt they provide a positive environment which fosters student learning, excellent clinical education opportunities, and unique experiences beyond those typically offered at the undergraduate level. Many directors also noted they wanted to make personnel modifications to strengthen their ATPs. Conclusions We were able to provide descriptive information on PM ATPs. The participants described the didactic and clinical education experiences, social experiences, and overall ATP atmosphere as overwhelmingly positive. The small class sizes and involvement from faculty, staff, and preceptors helped create an environment, which fosters athletic training student learning.

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