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Full-Text Articles in Education

(Un)Fulfilling Requirements: Satisfactory Academic Progress And Its Impact On First-Generation, Low-Income, Asian American Students, Liza Talusan, Ray Franke May 2019

(Un)Fulfilling Requirements: Satisfactory Academic Progress And Its Impact On First-Generation, Low-Income, Asian American Students, Liza Talusan, Ray Franke

Journal of Critical Scholarship on Higher Education and Student Affairs

Over the past few years, our understanding of the diverse identities of Asian American students has increased. Yet, the experiences of Asian American students who identify as coming from low-income backgrounds and as first generation college students has been underrepresented in the literature. In particular, this study explored how Asian American students experienced the financial aid process, including the ways in which the federal Satisfactory Academic Progress (SAP) policy that establishes eligibility criteria for continued student financial aid impacts their experiences in college. Findings suggest student strategies for navigating a complicated process and institutional strategies for reducing confusion and increasing ...


Parenthood And Persistence Of Adult Learners In The Western Region Of The United States, Emetrude Lewis, Alexia Bailey-Webb Apr 2019

Parenthood And Persistence Of Adult Learners In The Western Region Of The United States, Emetrude Lewis, Alexia Bailey-Webb

Journal of Research Initiatives

This study explored the role of parenthood on adult learners who were parents of minor children and gaining an understanding of their needs while attending a college or university. A qualitative phenomenological approach and purposive techniques were used to identify and recruit adult learners who were parents of minor children located in the general area in the Western Region of the United States. Data were collected using semi-structured interviews and Yüksel and Yıldırım (2015) guide used for phenomenological narrative data analysis. Recorded interviews were transcribed into text and NVIVO software was then used to organize the interview data and uncover ...


Implementing An Early Alert Workflow Process In Higher Education To Enhance Retention And Student Engagement, Joseph Huston, Kiara L. Sabina, M. Lisa Valentino, Lou L. Sabina Feb 2019

Implementing An Early Alert Workflow Process In Higher Education To Enhance Retention And Student Engagement, Joseph Huston, Kiara L. Sabina, M. Lisa Valentino, Lou L. Sabina

Journal of Applied Social Science Research and Practice

This case study examines the implementation of an early alert intervention system designed to enhance retention and student course engagement at a large suburban, public two-year degree-granting college. The focus of the study was to investigate the work-flow process and labor requirements for operationalizing the in-house intervention protocol, utilizing a Success Coach model. This paper documents the intervention procedures and reports findings pertaining to faculty time commitment and participation, frequency and prevalence of raised alert flags, and labor requirements for conducting student outreach. Cost efficiency and effectiveness are discussed, as are alternative approaches for implementation, including the use of automation ...


The Mathematics Orientation Seminar: A Tool For Diversity And Retention In The First Year Of College, Salvatore J. Petrilli Jan 2019

The Mathematics Orientation Seminar: A Tool For Diversity And Retention In The First Year Of College, Salvatore J. Petrilli

Journal of Humanistic Mathematics

In this article I describe Adelphi University's Mathematics Orientation Seminar, a new course that was introduced into the mathematics major to help students find their passion in mathematics and to strengthen the educational community within our department. I discuss quantitative and qualitative results of surveys among students in the Mathematics Orientation Seminar in Fall 2016 and Fall 2017, which suggest that this might be a useful course for other institutions to utilize within any major. Finally, I explore faculty perspectives and describe what I believe to be the final version of this course.


Aligning Best Practices In Student Success And Career Preparedness: An Exploratory Study To Establish Pathways To Stem Careers For Undergraduate Minority Students, Kimberly D. Kendricks, Anthony A. Arment, K. V. Nedunuri, Cadance A. Lowell Jan 2019

Aligning Best Practices In Student Success And Career Preparedness: An Exploratory Study To Establish Pathways To Stem Careers For Undergraduate Minority Students, Kimberly D. Kendricks, Anthony A. Arment, K. V. Nedunuri, Cadance A. Lowell

Journal of Research in Technical Careers

Undergraduate minority retention and graduation rates in STEM disciplines is a nationally recognized challenge for workforce growth and diversification. The Benjamin Banneker Scholars Program (BBSP) was a five-year undergraduate study developed to increase minority student retention and graduation rates at an HBCU. The program structure utilized a family model as a vehicle to orient students to the demands of college. Program activities integrated best K-12 practices and workforce skillsets to increase academic preparedness and career readiness. Findings revealed that a familial atmosphere improved academic performance, increased undergraduate research, and generated positive perceptions of faculty mentoring. Retention rates among BBSP participants ...


Early Career Teachers’ Intentions To Leave The Profession: The Complex Relationships Among Preservice Education, Early Career Support, And Job Satisfaction, Nick Kelly, Marcela Cespedes, Marc Clarà, Patrick A. Danaher Jan 2019

Early Career Teachers’ Intentions To Leave The Profession: The Complex Relationships Among Preservice Education, Early Career Support, And Job Satisfaction, Nick Kelly, Marcela Cespedes, Marc Clarà, Patrick A. Danaher

Australian Journal of Teacher Education

This paper investigates the complex factors that lead to early career teachers (ECTs) deciding to leave the profession. It extends prior studies to show the associations that different elements of preservice education (PSE), early career support, and on-the-job satisfaction have with the intention to leave the profession. The study uses data from 2,144 Australian ECTs to explore these relationships. Results highlight the importance of teachers’ collegial relationships with their peers, and replicate prior findings showing the significance of mentoring and induction programs. Results show that elements of job satisfaction are strongly associated with intention to leave the profession, leading ...


Are Community College Students’ Transfer Choices Impacted By Their Perceptions?, Jean Hearn Dec 2018

Are Community College Students’ Transfer Choices Impacted By Their Perceptions?, Jean Hearn

Journal of Global Education and Research

This investigation examined the influence perceptions play in the transfer decisions of community college students. Studying this problem provided insight which facilitated the transition from two- to four-year university and helped retention efforts. A quantitative method was used, employing an anonymous Likert survey. Two hundred and eight Early Childhood Education students received an invitation to participate in the research project via a link to the anonymous survey. Thirty-two percent of the urban community college students invited to participate did so. A descriptive picture of the participant sample was painted using frequency tests. Analysis of the relationships between the dependent variable ...


Evaluation Of A Program Designed To Increase Retention In Counselor Education: Reaching Year Two, James D. Jensen, Aida Midgett, Diana M. Doumas Dec 2018

Evaluation Of A Program Designed To Increase Retention In Counselor Education: Reaching Year Two, James D. Jensen, Aida Midgett, Diana M. Doumas

The Journal of Counselor Preparation and Supervision

Student retention is a key issue in maintaining academic programs’ viability. This study evaluated a program designed to increase retention for first year Masters in Counseling students (N = 44). The program consisted of a series of activities developed to increase social integration with both students and faculty. Results of this study indicated that students in the cohort who participated in the program reported higher retention rates than students in the control cohort. Findings suggest that implementing a program designed to increase social integration may be a promising approach to retaining first year students in Counselor Education (CE) programs.


Removing Barriers For Contemporary Student Success, Amy Beth Rell, Elisa Robyn Dec 2018

Removing Barriers For Contemporary Student Success, Amy Beth Rell, Elisa Robyn

Jesuit Higher Education: A Journal

This paper examines the contemporary student in higher education and how to position this student for success. Through analysis of Leviticus chapter nineteen verse fourteen (19:14), which states “You shall not curse the deaf, and you shall not place a stumbling block before the blind”, the authors examine how to remove barriers often placed in front of the contemporary post-secondary student. Utilizing the analogy of the contemporary student and the institution of higher education being “blind” and/or “deaf” as in the Biblical verse, the authors propose institutional responses and institutional repercussions that can remove barriers and thereby allow ...


The Role Of Support Systems For Success Of Underrepresented Students In Communication Sciences And Disorders, Akiko Fuse, Michael Bergen Oct 2018

The Role Of Support Systems For Success Of Underrepresented Students In Communication Sciences And Disorders, Akiko Fuse, Michael Bergen

Teaching and Learning in Communication Sciences & Disorders

There is limited representation in Communication Sciences and Disorders (CSD) professions of individuals from diverse populations. This study examined the relationship among CSD students' degree of financial, emotional/moral, and academic support. The relationship between role models and admissions outcomes was also assessed. It explored how support received by CSD students differs by racial/ethnic backgrounds. A survey was completed by 57 alumni of an undergraduate CSD program, revealing information about participants’ backgrounds, support characteristics, and other factors. The study 1) highlighted the importance of emotional/moral and financial support, 2) revealed reduced access to financial and academic role models ...


Developing Growth Mindset And Grit In Preservice Teachers, Susan Keesey, Amanda Schaefer, Madison Loy, Charley Jo Allen Sep 2018

Developing Growth Mindset And Grit In Preservice Teachers, Susan Keesey, Amanda Schaefer, Madison Loy, Charley Jo Allen

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Educator preparation programs are charged with developing preservice teachers ready to meet the many challenges of today's classrooms. Developing a growth mindset and GRIT provides future educators with important dispositions to increase their teaching effectiveness and improve the success of their students. A growth mindset helps learners realize that intellect is not fixed but through time and effort, skills will increase. Developing GRIT (i.e., growth, resilience, integrity, and tenacity) builds the perseverance to continue until goals are reached. Developing GRIT and a growth mindset helps teachers understand that all students, even diverse learners, can be successful if provided ...


Learning Communities: Opportunities For The Retention Of Faculty Of Color, Judy A. Loveless-Morris, Latoya S. Reid Jun 2018

Learning Communities: Opportunities For The Retention Of Faculty Of Color, Judy A. Loveless-Morris, Latoya S. Reid

Learning Communities Research and Practice

The purpose of this article is to address how teaching in learning communities can be an effective tool for the retention of faculty of color. The article outlines the on-going, concerning issue of higher education's lack of faculty diversity. Through their shared lens as tenure-track faculty of color at an urban community college, the authors identify common barriers for retention of faculty of color, and types of learning community models. They also recommend the most effective learning community model for faculty of color collaboration, and explain how this model addresses the trends of tokenism, isolation, marginalization and lack of ...


Learning Community Coordinator Efforts To Address Students With Potential Psychiatric/Psychological Disabilities, Mimi Benjamin, Holley A. Belch (Retired) Jun 2018

Learning Community Coordinator Efforts To Address Students With Potential Psychiatric/Psychological Disabilities, Mimi Benjamin, Holley A. Belch (Retired)

Learning Communities Research and Practice

In structuring and providing leadership for learning community programs, learning community coordinators must address myriad issues and situations in order to create an experience that aids student learning and success. All types of students participate in learning communities, including students with psychiatric/psychological disabilities; however, learning community coordinators may not proactively consider ways of addressing the needs of this particular student population. This qualitative study explored the experiences of learning community coordinators working with students with psychiatric/psychological disabilities within the specific context of the learning community and sought to identify successes, challenges, and recommendations for working with these students ...


Effects Of Fluid Consumption Volumes On Fluid Retention During Sodium-Aided Hyperhydration Protocols, Shelby L. Greene, Elizaveta Roslanova, David M. Morris Feb 2018

Effects Of Fluid Consumption Volumes On Fluid Retention During Sodium-Aided Hyperhydration Protocols, Shelby L. Greene, Elizaveta Roslanova, David M. Morris

International Journal of Exercise Science: Conference Proceedings

Numerous investigations have supported the use of sodium-aided hyperhydration to improve hydration status and exercise performance in the heat. Sodium-aided hyperhydration studies typically utilize fluid volumes ranging from 10 - 25 mL ∙ kg bm-1; however, optimum fluid consumption volumes have not been identified. While it may seem logical that larger fluid consumption volumes would promote greater hyperhydration, excessive expansion of plasma volume could stimulate high-pressure baroreceptors and promote excessive diuresis. PURPOSE: To compare the effects of different fluid consumption volumes on fluid retention during a sodium-aided hyperhydration protocol. METHODS: Urine excretion was measured during four separate sodium-aided hyperhydration protocols in ...


Grounded Practical Theory To Improve Persistence-Retention Strategic Enrollment Management, Kenneth W. Borland Jr. Dec 2017

Grounded Practical Theory To Improve Persistence-Retention Strategic Enrollment Management, Kenneth W. Borland Jr.

Journal of Research, Assessment, and Practice in Higher Education

The author introduces grounded practical theory (GPT) as a useful research approach in the field of strategic enrollment management (SEM) and its focus on persistence-retention. The GPT approach is then illustrated by engaging sample voices of persistence-retention and SEM; scientific theory (the philosophical level) and normative theory (the technical level) as observed in the literature. The scientific theory voices and normative theory voices are then positioned in relation to voices of students and practitioners (observed respondents) who have identified real world persistence-retention and SEM problems. These problems suggest implications for reconstructing the relationship between persistence-retention and SEM philosophical, theoretical, and ...


The Importance Of Support Networks For At-Promise Students, Melissa Cheese, James Vines Nov 2017

The Importance Of Support Networks For At-Promise Students, Melissa Cheese, James Vines

Journal of Research Initiatives

At-promise students enter colleges and universities with various challenges including being academically underprepared and lacking those essential critical thinking skills to be successful. However, providing support mechanisms within a nurturing environment can help these students overcome academic obstacles as well as personal challenges in order to achieve academic success. This article explores the role of an educational opportunity program and its efforts to support student success.


An Evolutionary Perspective On Increasing Student Success, And The (Partial) Fallacy Of First-Year Retention, Doug Mcelroy, Kate Mcelroy Nov 2017

An Evolutionary Perspective On Increasing Student Success, And The (Partial) Fallacy Of First-Year Retention, Doug Mcelroy, Kate Mcelroy

Teacher-Scholar: The Journal of the State Comprehensive University

With state support for higher education declining and/or increasingly tied to performance outcomes, and greater emphasis being paid to the debt load incurred by students, student retention and success have become key drivers of universities’ strategic decision-making. Much effort has concentrated on first-year students; however, it may be more advantageous to pay greater attention to the fate of students at later points in their careers. We apply the concept of Reproductive Value to explore dynamics of retention rates, graduation rates, and degree production within and among seven state comprehensive universities. We ask: (1) Is enhanced first-year retention predictive of ...


Designing For Universal Success, Nicole Martin, Trey Conatser Sep 2017

Designing For Universal Success, Nicole Martin, Trey Conatser

Greater Faculties: A Review of Teaching and Learning

Dr. Deb Castiglione is the Universal Design and Instructional Technology Specialist at CELT. She has worked to get a campus-wide license at the University of Kentucky for the software Read&Write Gold, which follows principles of universal design for learning. We asked Dr. Castiglione about what the software can do for learners, and why we should think more about inclusive practices such as universal design in our teaching.


Spaced And Expanded Practice: An Investigation Of Methods To Enhance Retention, Katherine Kalenberg Sep 2017

Spaced And Expanded Practice: An Investigation Of Methods To Enhance Retention, Katherine Kalenberg

Journal of Undergraduate Research at Minnesota State University, Mankato

In order to promote quality instruction and maximized student learning, it is essential for schools to integrate the most practical, effective, and efficient teaching methods into the curriculum. The purpose of this research was to investigate the effect of various spacing patterns between practice sessions on retention of information. This study investigated the effects of practice at consistent intervals (spaced practice), practice at increasing intervals (expanded practice), and no practice. Participants were taught a set of eight unknown math words and definitions using incremental rehearsal (IR). After the teaching session, students in expanded and spaced practice conditions participated in three ...


Cross-Cultural Peer-Mentoring: Mentor Outcomes And Perspectives, Monica L. Bellon-Harn, Rebecca K. Weinbaum Aug 2017

Cross-Cultural Peer-Mentoring: Mentor Outcomes And Perspectives, Monica L. Bellon-Harn, Rebecca K. Weinbaum

Teaching and Learning in Communication Sciences & Disorders

Limited relationships with peers and faculty create barriers for retaining racial or ethnic minority students through the academic path to SPHS professions. As such, university programs must pay particular attention to formalized avenues of social support to decrease attrition and increase retention (Cokley, 2000). Mentoring is one such avenue (Wright-Harp & Cole, 2008). The purpose of this paper is to describe mentor outcomes and perspectives of a cross-cultural peer-mentoring program entitled LEAD: Leadership, Education, Advocacy, and Diversity. Graduate students from SLP and AUD graduate programs were recruited to serve as peer mentors to potential undergraduate candidates representing diverse ethnicities who might ...


Where Did They Go: Retention Rates For Students Of Color At Predominantly White Institutions, Kevin S. Mcclain, April Perry Jul 2017

Where Did They Go: Retention Rates For Students Of Color At Predominantly White Institutions, Kevin S. Mcclain, April Perry

College Student Affairs Leadership

The United States higher education system is comprised of students from various racial, ethnic, and religious backgrounds. Despite appearing diverse on the surface, many predominantly White institutions (PWIs) encounter impediments in retaining and graduating students of color. Over the past few decades, universities have made tremendous strides to correct past transgressions, which contributed to high dropout and transfer rates amongst students of color. Despite college’s efforts to be inclusive, discriminatory acts still occur on college campuses. Research has shown that campus racial climate contributes to the retention of students of color within the college. This literature review will delve ...


Factors Contributing To The Persistence Of African American And Hispanic Undergraduate Males Enrolled At A Regional Predominantly White Institution, Reginal R. Hall Jul 2017

Factors Contributing To The Persistence Of African American And Hispanic Undergraduate Males Enrolled At A Regional Predominantly White Institution, Reginal R. Hall

Administrative Issues Journal

The purpose of this study is to explore factors that may contribute to the persistence and graduation rates of African American and Hispanic undergraduate males enrolled at regional four-year public universities in Texas. African American and Hispanic males have lower graduation rates in both secondary and post-secondary education than their White peers (Harper, 2010; Swail, Cabrera, Lee, & Williams, 2013). The qualitative research investigated characteristics that exist among African American and Hispanic undergraduate males who have persisted and were retained at the university through their senior academic year. The research problem was explored through the lens of critical race theory and ...


Daring To Dream: Sustaining Support For Undocumented Students At The Evergreen State College, Grace Huerta, Catalina Ocampo Jun 2017

Daring To Dream: Sustaining Support For Undocumented Students At The Evergreen State College, Grace Huerta, Catalina Ocampo

Learning Communities Research and Practice

With the 1982 Supreme Court decision in the case of Plyler v. Doe, K-12 students, regardless of their immigration status, were able to access a free public school education without the threat of deportation. However, such clarity has not been the case for undocumented students pursuing higher education. As increasing numbers of undocumented students graduate from high school, some with undocumented parents and some who are unaccompanied youth seeking asylum, many dream of the opportunity to attend college (Perry, 2014). And yet, many “Dreamers” are unable to do so because of little access to financial aid, the lack of accurate ...


Living And Learning Communities: One University's Journey, Kendra Whitcher-Skinner, Sharon J. Dees, Paul Watkins Jun 2017

Living And Learning Communities: One University's Journey, Kendra Whitcher-Skinner, Sharon J. Dees, Paul Watkins

Learning Communities Research and Practice

University housing has the capacity to offer more than comfortable living spaces, and campuses across the U.S., including our own, are exploring models of residential learning communities that provide both academic and social support students while cultivating a strong sense of community. In this article, we describe our campus foray into offering a new residential learning community model. We explain its origins, its evolution, and the questions we face now that we have successfully created a second approach to living learning communities on our campus.


Impact Of The Academic-Social Context On American Indian/Alaska Native Student’S Academic Performance, David A. Patterson Silver Wolf (Adelv Unegv Waya), Sheretta T. Butler-Barnes Mar 2017

Impact Of The Academic-Social Context On American Indian/Alaska Native Student’S Academic Performance, David A. Patterson Silver Wolf (Adelv Unegv Waya), Sheretta T. Butler-Barnes

Journal on Race, Inequality, and Social Mobility in America

American Indian/Alaska Native students have the highest dropout rates of any racial-ethnic group. This study posits that a poor Academic-Social Context contributes to low grade point average (GPA), which in turn negatively affects AI/AN students’ persistence to graduation. The present study compares the self-reported academic performance of AI/AN undergraduate students with that of students from other ethnic backgrounds, in order to evaluate whether variation in students’ ASC and any identified medical conditions differentially affected AI/AN students. Findings suggest that AI/AN students enter college with poorer ASC and have lower GPA scores. This study points to ...


American Indian/Alaskan Native College Dropout: Recommendations For Increasing Retention And Graduation, David A. Patterson Silver Wolf (Adelv Unegv Waya), Sheretta T. Butler-Barnes, Carol Van Zile-Tamsen Mar 2017

American Indian/Alaskan Native College Dropout: Recommendations For Increasing Retention And Graduation, David A. Patterson Silver Wolf (Adelv Unegv Waya), Sheretta T. Butler-Barnes, Carol Van Zile-Tamsen

Journal on Race, Inequality, and Social Mobility in America

Throughout the United States, the college dropout rate among American Indian/Alaskan Native (AI/AN) students in public universities is the highest compared to any other student group. Researchers have identified this problem and offered reasons for it, but few have made specific efforts to disrupt the continued dropout rates. This article identifies and discusses three recommendations to address the dropout problem from a systems, rather than individual, perspective: (1) living and learning communities, (2) social belonging intervention, and (3) self-regulated learning activities. Studied with minority students, these endeavors show promise for retaining underrepresented students, specifically AI/AN students. To ...


Collaborative Library Outreach: A Key Retention Strategy At Open Access Institutions, Katy Mathuews, Zachary Lewis Mar 2017

Collaborative Library Outreach: A Key Retention Strategy At Open Access Institutions, Katy Mathuews, Zachary Lewis

Collaborative Librarianship

Serving large populations of at-risk, first-generation, and low-income students, open access institutions face unique challenges regarding student retention. Academic libraries with intentional outreach programs are a valuable element of a comprehensive institutional retention plan targeted to the unique student population of open access institutions. Using the Clark Memorial Library at Shawnee State University in Appalachian Ohio as a case study, this article explores the elements of an intentional library outreach program targeted to support the retention of first-year students, many of whom are classified as first-generation, academically underprepared, or otherwise at-risk. The outreach librarian facilitates collaborative and intentional engagement opportunities ...


Effectiveness Of Problem-Based Learning Prior To Lectures On Learning And Retention, David Lozinski, Alexander Poon, Michelle Spano Jan 2017

Effectiveness Of Problem-Based Learning Prior To Lectures On Learning And Retention, David Lozinski, Alexander Poon, Michelle Spano

Discussions on University Science Teaching: Proceedings of the Western Conference on Science Education

In the mandatory tutorial sections of an introductory probability and statistics course of just over 70 students in the Arts and Science undergraduate program, students were randomly assigned to small groups to work on accessible problems from upcoming material without any prior instruction on how to solve them. Solutions were ungraded, and marks were assigned for participation only. A multiyear study was conducted to test students for their level of retention one year later, comparing them to a previous control group. The test question concerned Bayes’ Theorem. Results suggest that the strategy improves student reasoning and retention of concepts while ...


Creating Communities Of Engaged Learners: An Analysis Of A First-Year Inquiry Seminar, Michael J. Stebleton, Rashné Jehangir Nov 2016

Creating Communities Of Engaged Learners: An Analysis Of A First-Year Inquiry Seminar, Michael J. Stebleton, Rashné Jehangir

Learning Communities Research and Practice

This Practices from the Field article describes the rationale and operationalization of an interdisciplinary team-taught first-year inquiry seminar and learning community program at a large predominantly White research institution. The authors both serve as faculty members in the College of Education and Human Development and teach in the program. This initiative is unique in that we employ a micro-learning community model with students and faculty teaching teams within a single course.

Using the frameworks of high-impact and effective educational practices (Kuh, 2008), the authors describe the seminar and the selected practices that are intentionally integrated into the curriculum (e.g ...


First 100 Days Persistence-Retention Plans, Kenneth W. Borland Jr. Nov 2016

First 100 Days Persistence-Retention Plans, Kenneth W. Borland Jr.

Journal of Research, Assessment, and Practice in Higher Education

Taking environments, persistence-retention, and social capital theories to the individual student as the level of analyses, and placing them within a “First 100 Days” strategy of prioritized urgency and energy as utilized by presidents of the United States since Franklin D. Roosevelt, the author challenges broad-based, long-term approaches to student persistence and institutional retention of students. A framework for “First 100 Days” persistence-retention plans for improved student and institution success is outlined.