What works in student retention?: Four-year private colleges

Habley, Wesley R.; McClanahan, Randy

doi:10.1037/e420542008-001

Cited by 3 publications

(8 citation statements)

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“…Determine the economic impact of college retention programs and the rates of student time to degree completion through a cost-benefit analysis of student dropout rates, persistence assessment procedures, and intervention strategies, thereby enabling informed decision-making with respect to the types of academic and non-academic interventions required, such as remediation and financial support. Habley and McClanahan (2004) also found that the retention practices that made the most significant contributions to reducing student attrition could be broken up into three main 6. requiring remedial or developmental coursework (reported as effective by 9.7% of reporting institutions); and 7. pre-enrollment orientation (reported as effective by 9.2% of reporting institutions).…”

Section: Retention Practicesmentioning

confidence: 99%

“…Habley and McClanahan (2003) conducted an American College Testing program study exploring the reasons institutions may not fully comprehend the scope of the retention issue and may not know how to effectively counter it. Perhaps surprisingly, the Habley and McClanahan (2004) report revealed a considerable lack of institutional preparation to combat enrollment instability. Habley and McClanahan (2004) surveyed all accredited, degree-granting, two-year and four-year, public and private colleges to assess not only the frequency of particular retention practices but also the influence of those methods.…”

Section: Student Attritionmentioning

confidence: 99%

“…Perhaps surprisingly, the Habley and McClanahan (2004) report revealed a considerable lack of institutional preparation to combat enrollment instability. Habley and McClanahan (2004) surveyed all accredited, degree-granting, two-year and four-year, public and private colleges to assess not only the frequency of particular retention practices but also the influence of those methods. The study involved contacting and seeking the participation of more than 4,000 American institutions.…”

Section: Student Attritionmentioning

confidence: 99%

“…According to Wild and Ebbers (2002), determining retention goals for the institution and determining data for assessment is critical to generating cohesiveness during the initial development and implementation of any retention plan. Similarly, Habley and McClanahan (2004), when asked to identify campus retention practices that had a significant impact on student retention, theorized that the establishment of "realistic short-term and long-term retention, progression, and completion goals" was vital to such an end (p. 7). However, according to interview participants, the initial student retention goals at Metropolitan College were devised by a relatively small group of Retention Committee members in 2008, and then again in 2011, and the committee's their planned strategies and desired outcomes were not widely known or understood.…”

Section: Interpretation Of Findings Conclusion and Implicationsmentioning

confidence: 99%

“…In coordinating the wide-ranging student retention research project for ACT, Habley and McClanahan (2004) discovered that there are a number of successful retention practices currently in use, and summarized their findings into a series of four general recommendations:…”

Section: Retention Practicesmentioning

confidence: 99%

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consequences of student retention strategies : a case study at metropolitan college

Sullivan¹

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College and university retention research indicates that institutional financial concerns, student behaviors, and organizational ethics all play a role in how educational officials make retentionbased strategy decisions. However, gaps in the literature exist involving the interconnection between the acknowledgement of an enrollment issue, the corresponding creation of retention strategies, and the resulting comprehensive campus environment post-strategy implementation.This research study explored the impact of institutional retention strategies at one particular MidAtlantic college during a period of enrollment instability from 2010 through 2014. Specifically, this study reviewed the unintended consequences that developed as a result of the broad retention tactics used during this five-year period. Further, this research study investigated whether or not institutional values and/or operational interests were truly accounted for when designing and implementing these retention strategies. The researcher noted that these retention strategies contributed to secondary issues, which, in turn, may have undermined the institution's original retention objectives. By investigating the comprehensive impact of institutional retention strategy implementation, this study produced information that can be used at other colleges and universities when contemplating retention initiatives and best practices.

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Section: Retention Practicesmentioning

confidence: 99%

Section: Student Attritionmentioning

confidence: 99%

Section: Student Attritionmentioning

confidence: 99%

Section: Interpretation Of Findings Conclusion and Implicationsmentioning

confidence: 99%

Section: Retention Practicesmentioning

confidence: 99%

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consequences of student retention strategies : a case study at metropolitan college

Sullivan¹

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Academic Advising and Student Affairs Working Together to Improve First-year Experience of Engineering Students

Bacon¹,

Birdwell²,

Brown³

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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is an assistant professor of instruction with the Undergraduate Engineering Office and the Mechanical Engineering department at Northwestern University. His research explored novel ways to control robotic prosthetic hands. He is very passionate about student education and has taught multiple courses at the undergraduate level that include manufacturing, freshman and capstone design, experimental methods, and thermodynamics. He greatly enjoys advising all levels of undergraduate and early graduate students. He has been highly involved with the Lightboard studio and exploring models for effective online and hybrid teaching methods.

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Do First-Year Seminars Improve College Grades and Retention? A Quantitative Review of Their Overall Effectiveness and an Examination of Moderators of Effectiveness

Permzadian

Credé

2016

Review of Educational Research

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We review the effectiveness of first-year seminars based on the widely used criteria of first-year grades and the 1-year retention rate. Meta-analytic results indicate that first-year seminars have a small average effect on both first-year grades (k = 89, N = 52,406, δ = 0.02) and the 1-year retention rate (k = 195, N = 169,666, δ = 0.11). We discuss the implications of these small effects and show that they are meaningful and have important consequences. Results also indicate that the effectiveness of first-year seminars for both criteria is substantially moderated by first-year seminar characteristics (e.g., type of seminar), institutional characteristics (e.g., 2-year or 4-year institution), and study characteristics (e.g., study design). We use these results to make recommendations about the design of first-year seminars that can maximize the positive effect on both the grades and retention of participants.

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What works in student retention?: Four-year private colleges

Cited by 3 publications

References 0 publications

consequences of student retention strategies : a case study at metropolitan college

consequences of student retention strategies : a case study at metropolitan college

Academic Advising and Student Affairs Working Together to Improve First-year Experience of Engineering Students

Do First-Year Seminars Improve College Grades and Retention? A Quantitative Review of Their Overall Effectiveness and an Examination of Moderators of Effectiveness

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