Cataloging and Comparing Institutional Efforts to Increase Student Retention Rates

Jones, Willis A.; Braxton, John M.

doi:10.2190/cs.11.1.g

Cited by 15 publications

(18 citation statements)

References 15 publications

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“…For example, a research university, a liberal arts college, and a community college could provide a diverse range of contexts within which IR professionals could find common patterns. Jones and Braxton () used a maximum variation sampling strategy to select eight states that earned the highest grades ( n = 4) and lowest grades ( n = 4) for “completion” on the Measuring Up 2006 National Report Card on Higher Education, and examined the activities each institution in those states engaged in to increase student persistence.…”

Section: Using Case Studies Of Peer Institutions In the Cooperative Amentioning

confidence: 99%

Cooperative Attention: Using Qualitative Case Studies to Study Peer Institutions

Lisi¹

2017

New Drctns for Instit Rsrch

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This chapter provides a conceptual model that institutional research professionals can use to develop contextual intelligence of issues of interest in higher education with the use of case studies from peer institutions. The model draws from the metaphor of the “divided brain” and how the two hemispheres must work together with both broad and focused attention on an issue grounded in contextual understanding.

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Section: Using Case Studies Of Peer Institutions In the Cooperative Amentioning

confidence: 99%

Cooperative Attention: Using Qualitative Case Studies to Study Peer Institutions

Lisi¹

2017

New Drctns for Instit Rsrch

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“…The two stances overlap in the value of interaction in the retention equation. For example, for many students, good interaction with faculty enhances the likelihood of remaining in school [44]- [47]. Students perceive it as having higher importance.…”

Section: Retention Theorymentioning

confidence: 99%

The Retention of Women in Science, Technology, Engineering, and Mathematics: A Framework for Persistence

White¹,

Massiha

2016

IJERE

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<p>Women make up 47% of the total U.S. workforce, but are less represented in engineering, computer sciences, and the physical sciences. In addition, race and ethnicity are salient factors and minority women comprise fewer than 1 in 10 scientist or engineer. In this paper, a review of the literature is under taken that explores the many challenges women encounter when pursing a career in the sciences. It includes a review of the national landscape and discussion of the guiding general retention theories. Finally it proposes a conceptual framework for persistence and proffers a number of research questions designed to delve deeper into the under representation phenomenon.</p>

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“…Research concerning the departure of students from colleges and universities has been empirically investigated since the early 20 th century (Jones & Braxton, 2010).…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Perhaps the heavy reliance on FYS's is fueled in party by more than a century of history (Jones & Braxton, 2010) and decades of research investigating their impact on students. However, first year seminars have been joined in the curriculum by many first year interventions which have also been shown to be effective.…”

Section: Exploring Alternativesmentioning

confidence: 99%

The effectiveness of extended orientation first year seminars : a systematic review and meta-analysis.

Berry¹

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DEDICATIONThis dissertation is dedicated to Leshy.iv ACKNOWLEDGEMENTS I love teams. I always have. There is nothing better to me than working as hard as possible toward a common goal with a dedicated group of self-sacrificing people.Unfortunately, I have been told time and time again, writing a dissertation is a lonely process. For me, this was gladly not the case. This has been a team event and any success I have had in this endeavor has been due to the extraordinary talents and generosity of the people that surround me. While I have received support from countless friends and family during this process I would like to specifically acknowledge a few members of my team without whom this accomplishment would not have been possible. v Finally, I would also like to thank by office buddy, Dr. Devon Twyford. It was a long journey and I'm glad we got to make it together.I wish to express my thanks and love to my Mom, Dad, and big brother for a list of things too long to include here. All three of you were "non-traditional" college students and understanding the guts and grit it took each of you to get where you are made all the long days and late nights working on this project seem just a little easier.Like we do with everything else in our family you all made this goal seem important without letting me take myself too seriously. Thanks for all the love and laughs. Thanks to my in-laws as well for supporting me wholeheartedly and for never seeming to doubt that I really did have to miss out on family events because I was "working on my Previous research has shown that while nearly 40% of all students who enter postsecondary institutions leave without ever obtaining a degree, nearly two-thirds of students who persist to their second year eventually obtain a degree. Given the impact of the first year, a multitude of initiatives designed to promote first-to-second year persistence developed. The most popular initiative has been the first year seminar and particularly the extended orientation model of first year seminar. Given its prominence in the undergraduate curriculum, a large body of research has developed in recent decades investigating the first year seminar. However, the predominance of this literature has been conducted as single institution studies thus limiting the generalizability of previous findings. Therefore, in this study I used a systematic review and meta-analysis to move beyond information provided by single institution studies and gain a broader understanding of the overall effectiveness of extended orientation first year seminars.The results indicated that voluntary participation in an extended orientation first year seminar had a statistically significant, positive effect on first term GPA, first year GPA, and first-to-second year retention. For each of these three outcomes, a significant degree of heterogeneity was observed between study effect size estimates. Moderator vii tests did not identify patterns in this heterogeneity but did indicate that, for the first term GPA outcome, courses taught b...

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Cataloging and Comparing Institutional Efforts to Increase Student Retention Rates

Cited by 15 publications

References 15 publications

Cooperative Attention: Using Qualitative Case Studies to Study Peer Institutions

Cooperative Attention: Using Qualitative Case Studies to Study Peer Institutions

The Retention of Women in Science, Technology, Engineering, and Mathematics: A Framework for Persistence

The effectiveness of extended orientation first year seminars : a systematic review and meta-analysis.

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