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.

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.

Strategies to Enhance the Role of HBCUs in Increasing the Science, Technology, Engineering, Mathematics, and Medical (STEMM) Workforce

2016 ◽  
pp. 96-118
Author(s):  
Japera Johnson ◽  
Tiffany Jones ◽  
Georges Haddad ◽  
Clyde Wilcox ◽  
Judith K. (Gwathmey) Wilcox
Keyword(s):  
Experiential Learning ◽  
Student Retention ◽  
Historically Black ◽  
Minority Students ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Institutional Agents ◽  
Engineering Mathematics ◽  
Black Colleges And Universities

Historically Black Colleges and Universities (HBCUs) have a long history of student engagement and institutional commitment to developing STEMM degrees. To become even better at fostering a diverse STEMM field, HBCUs must assess their strengths, weaknesses and challenges as well as opportunities in order to remain competitive in the 21st century. This chapter explores factors related to improving STEMM student academic preparation, retention and engagement. The authors provide recommendations to enhance experiential learning and offer educational pathways that lead to long-term retention and engagement of minority students. Furthermore, in the face of the need to advance and diversify the scientific workforce, we examine whether and how specific institutional contexts shape student interactions with faculty and institutional cultures. Historically black colleges and universities have played an important role in diversifying the Science Technology, Engineering, Mathematics, and Medicine (STEMM) workforce. In this paper we offer practical suggestions to clarify and strengthen their roles in student recruitment, retention, engagement, and advancement in STEMM. Preparatory summer institutes give minority students access to curriculum, tutoring, research opportunities, psycho-social support while encouraging the development of peer and faculty relationships. Such institutes nurture a successful socialization of minority students into STEMM disciplines. Dual admissions between two year and four year degree granting institutions will likely enhance student retention. Institutional agents and mentors play a major role by providing experiential learning opportunities that capture and retain students' interests. A combination of experiential learning, dual articulation, and the creation of strong and engaged institutional agents as well as mentors will likely facilitate student retention and successful integration into a larger STEMM network.

Examining Disparities in Food Access Between Historically Black Colleges and Universities and Non-Historically Black Colleges and Universities

2021 ◽  
pp. 089011712110244
Author(s):  
Mariah Kornbluh ◽  
Shirelle Hallum ◽  
Marilyn Wende ◽  
Joseph Ray ◽  
Zachary Herrnstadt ◽  
...  
Keyword(s):  
United States ◽  
Historically Black ◽  
Food Access ◽  
The United States ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Census Tracts ◽  
Neighborhood Socioeconomic Status ◽  
Black Colleges And Universities

Purpose: Examine if Historically Black Colleges and Universities (HBCUs) are more likely to be located in low food access area (LFA) census tracts compared to public non-HBCUs. Design: ArcGIS Pro was utilized to capture food environments and census tract sociodemographic data. Setting: The sample included 98 HBCUs and 777 public non-HBCUs within the United States. 28.9% of study census tracts were classified as LFA tracts. Measures: University data were gathered from the National Center for Education Statistics. Census tract-level LFA classification was informed by the United States Department of Agriculture’s Food Access Research Atlas. Covariates included population density and neighborhood socioeconomic status of census tracts containing subject universities. Analysis: Multilevel logistic regression was employed to examine the relationship between university type and LFA classification. Results: A higher percentage of HBCUs (46.9%) than public non-HBCUs (26.6%) were located in LFAs. After adjusting for population density and neighborhood socioeconomic status, university type was significantly associated with food access classification (B=0.71;p=.0036). The odds of an HBCU being located in LFA tracts were 104% greater than for a public non-HBCU (OR=2.04;95% CI=1.26,3.29). Conclusion: Findings underscore the need for policy interventions tailored to HBCU students to promote food security, environmental justice, and public health.

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