scholarly journals Quantifying the Impact of Student Enrollment Patterns on Academic Success Using a Hidden Markov Model

2021 ◽  
Vol 11 (14) ◽  
pp. 6453
Author(s):  
Shahab Boumi ◽  
Adan Ernesto Vela
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Academic Success ◽  
Transfer Students ◽  
Full Time ◽  
Enrollment Patterns ◽  
Part Time Students ◽  
Part Time ◽  
The Impact ◽  
First Time

Simplified classifications have often led to college students being labeled as full-time or part-time students. However, student enrollment patterns can be much more complicated at many universities, as it is common for students to switch between full-time and part-time enrollment each semester based on finances, scheduling, or family needs. While previous studies have identified part-time enrollment as a risk factor to students’ academic success, limited research has examined the impact of enrollment patterns or strategies on academic performance. Unlike traditional methods that use a single-period model to classify students into full-time and part-time categories, in this study, we apply an advanced multi-period dynamic approach using a Hidden Markov Model to distinguish and cluster students’ enrollment strategies into three categories: full-time, part-time, and mixed. We then investigate and compare the academic performance outcomes of each group based on their enrollment strategies while taking into account student type (i.e., first-time-in-college students and transfer students). Analysis of undergraduate student records data collected at the University of Central Florida from 2008 to 2017 shows that the academic performance of first-time-in-college students who apply a mixed enrollment strategy is closer to that of full-time students, as compared to part-time students. Moreover, during their part-time semesters, mixed-enrollment students significantly outperform part-time students. Similarly, analysis of transfer students shows that a mixed-enrollment strategy is correlated with similar graduation rates as the full-time enrollment strategy and more than double the graduation rate associated with part-time enrollment. This finding suggests that part-time students can achieve better overall outcomes by increased engagement through occasional full-time enrollments.

Adapting Planning Education to Changing Student Demands

1988 ◽  
Vol 8 (1) ◽  
pp. 19-23
Author(s):  
James F. Foerster ◽  
George C. Hemmens
Keyword(s):  
Degree Programs ◽  
Full Time ◽  
Student Needs ◽  
Student Body ◽  
University Of Illinois ◽  
Part Time Students ◽  
Part Time ◽  
The University ◽  
Student Demands ◽  
The Impact

The planning curriculum established at the University of Illinois at Chicago (UIC) in 1973 was designed to serve the needs of full-time students. Since then many changes have occurred both in the curriculum and in the composition of the student body, and now degree programs are jointly offered to both full-time and part-time students. This paper focuses upon program changes instituted over time in response to a changing student clientele, the impact of these changes on graduation rates, and suggestions for responding to changing student needs.

scholarly journals The Need for Equitable Scholarship Criteria for Part-Time Students

2021 ◽  
Author(s):  
Alexandria N. Ardissone ◽  
Sebastian Galindo ◽  
Allen F. Wysocki ◽  
Eric W. Triplett ◽  
Jennifer C. Drew
Keyword(s):  
Adult Students ◽  
Transfer Students ◽  
Academic Outcomes ◽  
Work And Family ◽  
Full Time ◽  
Traditional Student ◽  
Key Factor ◽  
Part Time Students ◽  
Part Time ◽  
Working Adult

AbstractCurrent policies and interventions to enhance student success and retention are often tied to full-time enrollment, which are substantiated by studies associating part-time enrollment with lower retention and poorer academic outcomes. However, these findings are limited to studies of first-time college students and do not represent today’s nontraditional undergraduate who may be transfer, online, and working adult students. To enhance retention of on-campus and hybrid online 2 + 2 transfer students in a STEM undergraduate program, need-based scholarships are awarded to students enrolled full-time as stipulated by the federal granting agency. Although the scholarship has helped >80 students to date, over 40% of eligible transfer students are excluded only because they are enrolled part-time, disproportionately affecting students in the hybrid online track who are more likely to be women and underrepresented minorities. Using quantitative and qualitative methods, this study explores enrollment behavior of transfer students (online and on-campus), its relationship with student characteristics and academic outcomes, and implications for scholarship eligibility. Full-time enrollment is a significant challenge for transfer students. While scholarship requirements are a key factor influencing full-time enrollment, online transfer students additionally cite work and family obligations as drivers of enrollment behavior. Thus, online 2 + 2 transfer students face different challenges than on-campus peers and are more likely to enroll part-time out of necessity, yet still have comparable GPA and graduation rates. These findings support a growing awareness of barriers nontraditional students face questioning the relevance of policies driven by “traditional” student outcomes, which perpetuate inequity in higher education.

scholarly journals Retention, Academic Success, and Progress Among Adult, Returning Students: A Comparison of the Effects of Institutional and External Factors

1994 ◽  
Vol 14 (1) ◽  
pp. 13-24 ◽  
Author(s):  
Nancy Shields
Keyword(s):  
Academic Success ◽  
Environmental Factors ◽  
Academic Advising ◽  
Returning Students ◽  
External Factors ◽  
State University ◽  
Background Characteristics ◽  
Part Time Students ◽  
Part Time ◽  
The Impact

This article reports the findings of a study of the retention, academic success, and progress of 97 adult, primarily part-time students at a large Midwestern urban commuter state university. The impact of background characteristics, goals and commitments, interaction within the institution, and external factors is assessed. Drawing on the work of Tinto (1987) and Bean and Metzner (1985), the relative impact of institutional and external, environmental factors is examined. Although environmental factors had a combinrd, significant impact on academic success, interaction within the institution in the form of academic advising had the most important impact, on I-elenlion of these students.

scholarly journals Differences in Male and Female Texas Community College First-time-in-College Part-Time Students Over Time: A Multiyear, Statewide Analysis

2021 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
John P Maynard, II ◽  
John R Slate
Keyword(s):  
College Students ◽  
Community Colleges ◽  
Male And Female ◽  
Enrollment Rates ◽  
Part Time Students ◽  
Female Part ◽  
Part Time ◽  
First Time ◽  
First Time In College ◽  
Academic Year

In this multiyear, statewide investigation, the extent to which enrollment rates of male and female, part-time, first-time-in-college students enrolled in Texas community colleges differed from the 2003-2004 academic year to the 2018-2019 academic year was determined.  From the 2003-2004 academic year to the 2011-2012 academic year, statistically significant differences were identified in the enrollment rates of both male and female, part-time, first-time-in-college students.  Cohen’s d effect sizes, calculated for both male and female, part-time students, were small (0.22).  Enrollment rates for male and female, part-time, first-time-in-college students from the 2011-2012 academic year to the 2018-2019 academic year and from the 2003-2004 academic year to the 2018-2019 academic year were similar.  Enrollment rates for male and female, part-time, first-time-in-college students enrolled in Texas community colleges remained consistently around 45% and 55%, respectively, during the 16 academic year span.  Recommendations for future research as well as implications for policy were discussed.

scholarly journals The Impact of Community for Part-Time Doctoral Students: How Relationships in the Academic Department Affect Student Persistence

10.28945/2297 ◽  
2015 ◽  
Vol 10 ◽  
pp. 301-321 ◽  
Author(s):  
Sarah Zahl
Keyword(s):  
Doctoral Students ◽  
Doctoral Program ◽  
Academic Department ◽  
Academic Departments ◽  
Full Time ◽  
Descriptive Case Study ◽  
Research Institution ◽  
Part Time Students ◽  
Part Time ◽  
The Impact

This study examines the ways that part-time Ph.D. students develop community within the academic department and how a sense of community is related to persistence. This study included 12 participants (ten students and two program chairs) in two academic departments at one urban research institution. This qualitative study followed a descriptive case study design and provided three levels of data: the institution is the bounded system; the academic departments are the cases; and the participants are embedded cases. Positive relationships with peers and faculty served as a source of encouragement and supported persistence, particularly during challenging semesters and later phases of the doctoral program. However, it was often difficult for the participants to develop and/or maintain relationships, due to limited proximity, limited access to faculty, and changing cohorts. Participants did not consider full-time doctoral students to be part of their community, due to perceived differences between part-time and full-time students. The participants also perceived that faculty catered to full-time students and preferred to conduct research with them rather than part-time students.

scholarly journals Postsecondary Student Mobility from College to University: Academic Performance of Students

2016 ◽  
Vol 46 (2) ◽  
pp. 78-91
Author(s):  
Kris Gerhardt ◽  
Oliver Masakure
Keyword(s):  
Transfer Students ◽  
Student Mobility ◽  
Study Cohort ◽  
Full Time ◽  
Past Performance ◽  
Transfer Credits ◽  
Part Time ◽  
Academic Records ◽  
University Transfer ◽  
The Impact

This paper considers the impact of transfer credits on the GPA of college–university transfer students. The data come from the academic records of students enrolled at 2 different campuses at an undergraduate university in Ontario across a 4-year period. The results from multivariate regression analyses show that the number of transfer credits is significantly associated with a higher GPA, controlling for student status (part time/full time), campus of study, cohort, semester of study, and previous college background. Further analysis suggests that the credit–GPA relationship is nonlinear, peaking at 6 transfer credits. These findings can be used to help inform individuals and institutions about the past performance of students as further refinements to transfer policies between institutions are undertaken.  

scholarly journals The Impact of Written vs. Oral Corrective Feedback on Omani Part-time vs. Full-time College Students’ Accurate Use and Retention of the Passive Voice

2019 ◽  
Vol 10 (1) ◽  
pp. 150
Author(s):  
Farhad Tayebipour
Keyword(s):  
College Students ◽  
Proficiency Test ◽  
Corrective Feedback ◽  
Full Time ◽  
Control Groups ◽  
Passive Voice ◽  
Significant Difference ◽  
Part Time Students ◽  
Oral Corrective Feedback ◽  
Part Time

The present study was an attempt to discover the effects of explicit written vs. explicit oral corrective feedback on Omani part-time vs. full-time College students’ accurate use and retention of the passive voice. The participants consisted of the students of six intact classes, i. e. three part-time and three full-time, who took an Oxford Quick Placement Test (OQPT) as a general proficiency test. Following the proficiency test, the participants took three similar, but not identical, tests on the target structure as pretest, posttest and delayed posttest. In response to the errors made in the pretest, the experimental groups received explicit written and explicit oral corrective feedback in their treatment phase whereas the control groups did not receive such explicit written or explicit oral feedback. The accuracy of the use and retention of the passive voice was measured by a posttest and a delayed posttest. The results indicated a significant difference between the pretest performance of the experimental groups and their performance in the posttest and the delayed posttest. Similarly, the results showed a significant difference between the performance of the experimental groups and that of the control groups in the sense that the experimental groups outperformed the control groups. In addition, there was a significant difference between the performance of the part-time students and that of the full-time students in that the part-time students outperformed the full-time students. Finally, there was no significant difference between the experimental groups’ performance on the posttest and their performance on the delayed posttest.

Effects of full-time v. part-time grazing on seasonal changes in milk coagulation properties and fatty acid composition

2021 ◽  
pp. 1-6
Author(s):  
Franziska S. Akert ◽  
Michael Kreuzer ◽  
Carmen Kunz ◽  
Beat Reidy ◽  
Joel Berard
Keyword(s):  
Fatty Acid ◽  
Seasonal Variations ◽  
Milk Fat ◽  
Seasonal Effects ◽  
Full Time ◽  
Fa Composition ◽  
Part Time ◽  
Milk Coagulation ◽  
The Impact ◽  
Feeding Systems

Abstract For this research communication our objective was to investigate to what extent milk coagulation properties and milk fatty acid (FA) composition were affected by different feeding systems, season and their interaction. Eighteen cows in total were subjected to one of three different feeding system treatments: full-time grazing or part-time grazing combined with indoor feeding of fresh grass with low or high concentrate supplementation. Milk was sampled in spring, summer and autumn. Milk coagulation time was 15.0, 19.0 and 17.7 min, coagulation dynamics 1.67, 3.41 and 1.79 min, and curd firmness 52.7, 32.4 and 47.0 mm in spring, summer and autumn, respectively. Thus, milk coagulation properties of the milk were lower during summer. There were strong seasonal effects on milk FA proportions, but there were not always changes with progressing season, or changes were different with respect to the impact of the feeding systems (system × season interaction). The milk fat was favourably rich in oleic acid, conjugated linoleic acid and α-linolenic acid and had a low n-6/n-3 fatty acid ratio in all systems. Factors like seasonal variations in grass composition and the energy balance of the cows were considered relevant for the milk FA composition. Overall, seasonal variations in milk quality were less pronounced with part-time grazing with fresh grass indoors as compared to full-time grazing without concentrate.

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