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Graduate Theses and Dissertations

Teacher Education and Professional Development

Retention

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Full-Text Articles in Education

The Relationship Between First Year Student Expectations And Persistence Into The Second Year Of College, Ashley Baltuch Dees Oct 2018

The Relationship Between First Year Student Expectations And Persistence Into The Second Year Of College, Ashley Baltuch Dees

Graduate Theses and Dissertations

Incoming first year students have varying expectations for their college experience. As Florida public education budgets are more closely aligned with student persistence and graduation rates, it is vital institutions retain more first time in college students. The purpose of this study was to better understand how first year student college expectations on academic preparation, co-curricular involvement, socializing, and institutional commitment relate to persistence into the second year of college at one of Florida’s large, preeminent public research universities.

This quantitative study utilized the Beginning College Survey of Student Engagement (BCSSE) in order to better understand incoming student expectations ...


First-Year Seminars And Student Expectations: A Correlational Study Of Retention And Success, Cynthia Edwards Jul 2018

First-Year Seminars And Student Expectations: A Correlational Study Of Retention And Success, Cynthia Edwards

Graduate Theses and Dissertations

Performance-based funding is becoming the norm in higher education. High-impact practices like first-year seminars hold promise for improving some of the key metrics in the funding model, such as first-year retention rate and first-year institutional GPA.

The purpose of this study was to explore the relationship of retention rate and institutional GPA between first-time-in-college (FTIC) students who completed a first-year seminar and those who did not. Additional data regarding pre-college experiences and expectations for college were investigated to gain insight into retention and academic success behaviors of FTIC students. Three years of data including institutional Beginning College Survey of Student ...


Predicting Student Persistence Of Community College Transfer Students To A Large, Urban, Transfer Destination Four-Year Institution, Megan M. Scherzberg Jan 2017

Predicting Student Persistence Of Community College Transfer Students To A Large, Urban, Transfer Destination Four-Year Institution, Megan M. Scherzberg

Graduate Theses and Dissertations

The purpose of this study is to investigate the predictors of community college transfer student success. Through exploring student demographics and background characteristics (e.g. race/ethnicity, gender, first-generation student status, socioeconomic status, number of transfer credit hours, attempted/completed credits), significant predictors of community college transfer student persistence and completion can be identified and further explored. Specifically, the study examines three goals: a) the demographic and student characteristics of community college transfer students that influence persistence and completion, b) evidence of transfer shock and its longitudinal effect on student persistence and completion, c) and the identification of equity gaps ...


The Use Of Map-Works To Examine Adjustment And Retention In Undergraduate International Students, Lindsay Anne Simpson Jan 2016

The Use Of Map-Works To Examine Adjustment And Retention In Undergraduate International Students, Lindsay Anne Simpson

Graduate Theses and Dissertations

Over the past several decades, United States institutions of higher education have experienced increased enrollment from international students. However, researchers have long acknowledged that many international students experience problems adjusting to life and studying in the United States, including culturally, academically, socially, and psychologically. These difficulties related to international student adjustment can easily translate into compromised academic performance, decreased mental health, and the potential for dropout. This study addressed the undergraduate international student adjustment and retention gap by examining data from MAP-Works™, a comprehensive student retention platform, to better understand if and how adjustment predicted undergraduate international student retention in ...


Retention And Persistence Through The Lens Of Four Black Women Community College Students, Glennda M. Bivens Jan 2016

Retention And Persistence Through The Lens Of Four Black Women Community College Students, Glennda M. Bivens

Graduate Theses and Dissertations

This study focused on how four Black women described their retention and persistence; how institutional retention efforts support or hinder Black women’s perceptions of their ability to persist; and how institutional programs, processes, and policies can be transformed to support the retention and persistence of Black women attending community college. In 2012, 38 percent of Black women in college were enrolled in community colleges, 60 percent were over the age of 25, and 65.3 percent were considered low income.

Although there has been extensive research conducted on retention and persistence broadly, only two studies were identified that focused ...


Myers-Briggs® Preferences And Academic Success In The First College Semester, Debra K. Sanborn Jan 2013

Myers-Briggs® Preferences And Academic Success In The First College Semester, Debra K. Sanborn

Graduate Theses and Dissertations

This research examined aspects of Myers-Briggs® (MBTI®) preferences and academic success in the first college semester. Precollege characteristics of ACT and class rank, academic performance during the first semester of college, and MBTI preference were analyzed for their significance among students within a learning community at a Midwest research university, fall 2004 to fall 2011. Statistical analyses were completed to determine if there is a relationship between type preference and academic success. ENFP, the preference for Extraverted Intuition with Feeling and Perceiving, was the most frequent type preference for students in the sample. ENFP was found to negatively relate to ...


The Relationship Of Undergraduate First-Time-In-College Students' Expectations Of Interactions With Faculty And Four-Year College Degree Completion, Craig N. Story Jan 2013

The Relationship Of Undergraduate First-Time-In-College Students' Expectations Of Interactions With Faculty And Four-Year College Degree Completion, Craig N. Story

Graduate Theses and Dissertations

Faculty are the academic heart of colleges and universities. They guide learning and facilitate student academic and social integration in the campus community. As described by Tinto, student integration is an important component to success in college. Out-of-class and in-class faculty-student interaction supports student integration and may lead to improved college completion. Students enter college with expectations for what they are about to experience, including expectations for faculty interaction. Smart adapted Holland's vocational choice theory to study college disciplines and found that faculty in six broad categories of disciplines displayed specific environmental and personality traits and interacted differently with ...


Second Chances: Making Meaning From Adult Literacy Students Returning To School, Helene Joyce Grossman Jan 2012

Second Chances: Making Meaning From Adult Literacy Students Returning To School, Helene Joyce Grossman

Graduate Theses and Dissertations

Sokolowski (2000) summarized the phenomenological attitude by saying, "We look at what we normally look through" (p. 50). Through interviews and document analysis, this study looked at the lives of six students and their decision to return to their education to earn a high school diploma. The purpose of this study was to illuminate how the students made meaning of their return to education, considering their life experiences and significant people who influenced them in their lives.

The findings of the study reflect that although the students may have experienced trigger events that led them to transition back into a ...


Self-Directed Learning Characteristics Of First-Generation, First-Year College Students Participating In A Summer Bridge Program, Jeffrey Drummond Hall Jan 2011

Self-Directed Learning Characteristics Of First-Generation, First-Year College Students Participating In A Summer Bridge Program, Jeffrey Drummond Hall

Graduate Theses and Dissertations

The purpose of this study was to advance understanding of self-directed learning characteristics of first-year, first-generation college students participating in a summer bridge program. Understanding the experience of these students in higher education can lead to the development of programmatic and pedagogical strategies to better meet the needs of this at-risk student population.

This study was conducted at the University of South Florida (USF), a large, public research university in Tampa. Participants were recruited from the Freshman Summer Institute (FSI), a summer bridge program for first-generation students at USF.

Theoretical frameworks from higher education and adult education literature merged to ...