Noncognitive Variables and Student Learning in Extended Opportunity Programs and Services (EOPS)

Soltani, Parisa; Keeton, Rebecca Gutierrez; Hoffman, John R.

doi:10.1080/10668926.2016.1194238

Cited by 2 publications

(2 citation statements)

References 13 publications

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“…Greater EOPS participation among Pell Grant recipients could produce a measurable effect on students who uphold these contracts by encouraging increased contact with the institution through counseling services, a salient economic incentive, or some combination therein. Other research probing this effect has failed to point to one key driver (Rams, 2010; Soltani et al, 2017). We encourage further research in this area.…”

Section: Discussionmentioning

confidence: 99%

What Matters for Improving the Success Rates of Different Cohorts of Community College Students?

Wassmer

Galloway

2023

Community College Review

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Objective: Six-year cohort completion rates calculated for California community college students—who declared their goal to obtain a certificate, associate degree, or become university transfer ready—averaged just below 50% for cohorts entering the fall semesters between 2007 and 2011. The range of this completion rate varied from 23% to 67%. This study’s objective is to investigate how institutional choices at a community college influence the completion rates of different types of student cohorts after controlling for factors outside of the college’s control. Method: We use panel-data regression analysis to understand what contributes to these variations in a community college’s cohort completion rate. Results: Our results indicate that colleges prioritizing larger class sizes and fewer credit sections exhibit higher student cohort completion rates. We also find that an academic assistance program directed to low-income students boosts cohort completion rates for eligible students and generates positive spillover effects for their ineligible peers. Likely to create much discussion is our finding that an increase in faculty percentage with full-time status benefits academically unprepared and economically disadvantaged cohorts but not prepared and advantaged ones. Contribution: The primary contribution of this analysis is that college-specific policies on delivering education, over which college administrators have some control, can result in disparate impacts on different types of student cohort completion rates.

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Section: Discussionmentioning

confidence: 99%

What Matters for Improving the Success Rates of Different Cohorts of Community College Students?

Wassmer

Galloway

2023

Community College Review

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“…This social engagement is integral in developing a sense of belonging, social networks, and relationships with fellow students, facilitating persistence and degree attainment ( Kahu and Nelson, 2018 ). More recently, research has focused on environmental factors that foster socialisation among students ( Gándara et al, 2012 ) and social forms of involvement that facilitate student communication with peers and instructors ( Soltani et al, 2017 ). In Kahu's (2013) conceptual model of student engagement, the critical role of university and student psychosocial and structural elements in facilitating engagement is proposed.…”

Section: Student Engagementmentioning

confidence: 99%

Social Brand Engagement: How Orientation Events Engage Students with the University

Altschwager

Dolan

Conduit

2018

Australasian Marketing Journal

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Student engagement in the classroom is well recognised as crucial for student success; however, the importance of engaging students beyond the classroom, in the broader university context, is often overlooked. This study examines how students engage with the university through their interactions with other students, conceptualised as ‘social brand engagement’. Orientation events provide opportunities for students to interact in a way that is facilitated by, and relevant to, the university. This study investigates the role of four experiential components (intellectual, affective, behavioural, and sensory experiences) in facilitating social brand engagement and the subsequent effect on word-of-mouth behaviour. We surveyed 223 students across 10 orientation events held at an Australian university. Path analysis indicates that intellectual, sensory and behavioural experiences have a significant impact on social brand engagement, which in turn positively impacts word-of-mouth behaviour. Thus, this study utilises the construct of social brand engagement, establishes its antecedents and outcomes, and demonstrates its relevance for higher education management.

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Noncognitive Variables and Student Learning in Extended Opportunity Programs and Services (EOPS)

Cited by 2 publications

References 13 publications

What Matters for Improving the Success Rates of Different Cohorts of Community College Students?

What Matters for Improving the Success Rates of Different Cohorts of Community College Students?

Social Brand Engagement: How Orientation Events Engage Students with the University

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