An Orientation Course and Community College Retention

Derby, Dustin C.; Smith, Thomas J.

doi:10.1080/10668920390254771

Cited by 54 publications

(67 citation statements)

References 9 publications

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“…Community colleges often find successfully transitioning students to college to be challenging (Fontaine, 2014;Hollins, 2009). In addition, community colleges struggle to reach first year retention rates of fifty percent (Derby & Smith, 2004;Hollins, 2009;Permzadian & Credé, 2016). Community colleges have often failed to make the connection between orientation, and student retention, success, and graduation (Derby & Smith, 2004;Martin et al, 2014;Permzadian & Credé, 2016).…”

Section: Orientationmentioning

confidence: 99%

“…In addition, community colleges struggle to reach first year retention rates of fifty percent (Derby & Smith, 2004;Hollins, 2009;Permzadian & Credé, 2016). Community colleges have often failed to make the connection between orientation, and student retention, success, and graduation (Derby & Smith, 2004;Martin et al, 2014;Permzadian & Credé, 2016). Rather than viewing orientation as the opportunity to set students on the path to success, and impact student completion outcomes, community colleges are too often concerned that requiring participation in orientation presents an enrollment barrier for students.…”

Section: Orientationmentioning

confidence: 99%

“…Without orientation, students often lack comprehensive information about curricula, requirements, institutional policies, services, and resources (Hollins, 2009). There is also a strong link between orientation, and student persistence, retention, and graduation, which are strategic goals for most community colleges (Derby & Smith, 2004;Fontaine, 2014;Martin et al, 2014;Mayhew et al, 2010).…”

Section: Orientationmentioning

confidence: 99%

“…Another study found that for transfer students, orientation helped most with academic adjustment, while orientation helped diverse students with social adjustment to college (Mayhew et al, 2010). Academic and social adjustment to college correlates positively with academic performance, and personal adjustment (Derby & Smith, 2004;Mayhew et al, 2010). In addition, participation in orientation has been shown to positively impact student grade point average (GPA) (Jamelske, 2009).…”

Section: Community College Orientation Programsmentioning

confidence: 99%

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Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Sandoval-Lucero¹,

Antony²,

Hepworth³

2017

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With increased public pressure to impact student success, assess student learning and increase completion outcomes at community colleges, mandatory orientation can be an important first step on the path to success. Colleges also need to identify opportunities for assessing co-curricular learning in student affairs programs and functions. This study describes the process of implementing a mandatory new student orientation at a community college in Colorado. The program assessment included data collection at the individual student level to document student learning, and more broadly to demonstrate that the program contributed to increases in student retention outcomes and documented student learning from the beginning of the college transition process. The authors found statistically significant differences in student learning about key on boarding topics following orientation and the new student orientation also contributed to a seventeen percent increase in fall to spring retention of new students.

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Section: Orientationmentioning

confidence: 99%

Section: Orientationmentioning

confidence: 99%

Section: Orientationmentioning

confidence: 99%

Section: Community College Orientation Programsmentioning

confidence: 99%

See 2 more Smart Citations

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Sandoval-Lucero¹,

Antony²,

Hepworth³

2017

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“…This study was done through a community college. A chi-square analysis revealed a significant association among orientation program, student completion of degree, student retention, and student enrollment and persistence 3 . Student retention goes beyond the basics of academic scope.…”

Section: Retention Strategiesmentioning

confidence: 95%

A Comparative Analysis of Underrepresented Engineering Applicants Admission Practices and their Academic Performance at the University of Illinois at Chicago

Darabi

Karim

Harford

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Using benchmark and assessment data to facilitate institutional change

Manning

Bostian

2006

New Drctns Community Coll

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This chapter discusses how Central Piedmont Community College (CPCC) has used data from the National Community College Benchmark Project. Analysis of project benchmark data led to a review of high course‐withdrawal rates and CPCC withdrawal policies as well as their effects on student program completion and within‐term retention. As a result, the college implemented a volunteer pilot study to attempt to lower withdrawal rates through the use of creative classroom strategies.

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An Orientation Course and Community College Retention

Cited by 54 publications

References 9 publications

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

A Comparative Analysis of Underrepresented Engineering Applicants Admission Practices and their Academic Performance at the University of Illinois at Chicago

Using benchmark and assessment data to facilitate institutional change

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