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Author: Wesley R. Habley Publisher: John Wiley & Sons ISBN: 0470888431 Category : Education Languages : en Pages : 513
Book Description
INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.
Author: Wesley R. Habley Publisher: John Wiley & Sons ISBN: 0470888431 Category : Education Languages : en Pages : 513
Book Description
INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.
Author: Leonard Baird Publisher: Jossey-Bass ISBN: Category : Education Languages : en Pages : 112
Book Description
Authoritative discussion of the problem of graduate drop-outs Increasing Graduate Student Retention and Degree Attainment: New Directions for Institutional Research, Number 80 provides forward-looking insight from experts in the field. Focused on the needs of both the student and the institution, this book explores the reasons why graduate students may leave the program, and examines the ways in which institutions may better accommodate their needs. Whether it is a question of post-graduate employment prospects, faculty support, funding, or any one of the myriad problems that may disrupt a graduate student's education, this book provides thought-provoking possible solutions.
Author: Melanie Jennifer Greene Publisher: ISBN: Category : Languages : en Pages :
Book Description
Student development is an integral process of graduate education, requiring a delicate balance between challenge and support. While a lack of sufficient support has been identified as a contributing factor to non-persistence, there is an absence of literature that matches the provision of specific types of support services and programs with student and institutional outcomes at the graduate level. This study makes an original contribution to the study of graduate education in exploring the following question: What support services are available to assist graduate students and what effects, if any, do they have on persistence? A mixed methods approach was taken, consisting of an online survey, interviews, document analysis, and informal observation to attain a better understanding of the role of formal, institutional-based support services in students" decisions to stay (persist) or to leave graduate studies at the master"s or doctoral level. There were a total of 152 survey respondents. This included individuals who were currently or had been previously enrolled in a graduate degree program in the Faculty of Arts at Memorial University between 2005 and 2012. Twenty follow-up interviews were conducted from a sample of those who completed the survey. Overall findings point to the need to make transparent to graduate students the role of institutional units and the support services they provide; and the need to promote and raise awareness of these services. Financial, departmental, and supervisory support were found to be the most important types of support having the most influence on students" decisions of whether or not to persist. Recommendations for policy, practice, and further research are presented.
Author: Vincent Tinto Publisher: University of Chicago Press ISBN: 0226922464 Category : Education Languages : en Pages : 314
Book Description
In this 1994 classic work on student retention, Vincent Tinto synthesizes far-ranging research on student attrition and on actions institutions can and should take to reduce it. The key to effective retention, Tinto demonstrates, is in a strong commitment to quality education and the building of a strong sense of inclusive educational and social community on campus. He applies his theory of student departure to the experiences of minority, adult, and graduate students, and to the situation facing commuting institutions and two-year colleges. Especially critical to Tinto’s model is the central importance of the classroom experience and the role of multiple college communities.
Author: Alan Seidman Publisher: Rowman & Littlefield ISBN: 1475872364 Category : Education Languages : en Pages : 359
Book Description
College student retention continues to be a top priority among colleges, universities, educators, federal and state legislatures, parents and students. While access to higher education is virtually universally available, many students who start in a higher education program do not complete the program or achieve their academic and personal goals. In spite of the programs and services colleges and universities have devoted to this issue, student retention and graduation rates have not improved considerably over time. College Student Retention: Formula for Student Success, Third Edition offers a solution to this vexing problem. It provides background information about college student retention issues and offers the educational community pertinent information to help all types of students succeed. The book lays out the financial implications and trends of retention. Current theories of retention, retention of online students, and retention in community colleges are also thoroughly discussed. Completely new to this edition are chapters that examine retention of minority and international students. Additionally, a formula for student success is provided which if colleges and universities implement student academic and personal goals may be attained.
Author: Alan Seidman Publisher: Rowman & Littlefield ISBN: 1475838921 Category : Education Languages : en Pages : 131
Book Description
College student retention continues to be a vexing issue for colleges and universities. There are some very simple steps that a college or university can take to help students persist until they reach academic and/or personal goal attainment. This book is intended to give the reader the necessary tools, for all types of educational institutions and delivery systems, to implement a retention formula and success model that will actually help students meet their academic and personal goals and thus increase college retention and graduation rates. Regardless of the academic ability, socioeconomic status, gender, first generation, ethnicity of students, the retention formula and model presented will help each and every college type increase student retention and graduation rates.
Author: Glick, Danny Publisher: IGI Global ISBN: 1799850757 Category : Education Languages : en Pages : 374
Book Description
Online learning has increasingly been viewed as a possible way to remove barriers associated with traditional face-to-face teaching, such as overcrowded classrooms and shortage of certified teachers. While online learning has been recognized as a possible approach to deliver more desirable learning outcomes, close to half of online students drop out as a result of student-related, course-related, and out-of-school-related factors (e.g., poor self-regulation; ineffective teacher-student, student-student, and platform-student interactions; low household income). Many educators have expressed concern over students who unexpectedly begin to struggle and appear to fall off track without apparent reason. A well-implemented early warning system, therefore, can help educators identify students at risk of dropping out and assign and monitor interventions to keep them on track for graduation. Despite the popularity of early warning systems, research on their design and implementation is sparse. Early Warning Systems and Targeted Interventions for Student Success in Online Courses is a cutting-edge research publication that examines current theoretical frameworks, research projects, and empirical studies related to the design, implementation, and evaluation of early warning systems and targeted interventions and discusses their implications for policy and practice. Moreover, this book will review common challenges of early warning systems and dashboard design and will explore design principles and data visualization tools to make data more understandable and, therefore, more actionable. Highlighting a range of topics such as curriculum design, game-based learning, and learning support, it is ideal for academicians, policymakers, administrators, researchers, education professionals, instructional designers, data analysts, and students.
Author: Preeti B. Patil Publisher: ISBN: Category : College costs Languages : en Pages : 185
Book Description
Student persistence, which is student's progress towards graduation through achieving or meeting educational goals, is widely studied. The focus of a majority of the studies on student persistence is on students at the K-12 and undergraduate levels. Furthermore, while persistence of graduate student population was studied, such studies focused on domestic student, and not international students. International graduate students are important for educational institutions. The pedagogical and financial impact of international graduate students on educational institutions is significant, yet their retention and persistence is understudied. The current study was an attempt to enhance our understanding surrounding student retention and persistence. Research on student retention and persistence is greatly influenced by the works of Vincent Tinto, one of the earliest researchers to incorporate sociological research into their work on student persistence and, who in the early 1970s, developed what is probably the very first predictive model of student persistence. Tinto's (1993) model of student persistence, known as Tinto's Institutional Departure Model (TIDM), suggests that a student's integration into the academic and social fabric of the educational institution (i.e., academic integration and social integration) predicts their persistence. Subsequent research, across different student populations and at different levels of education, has shown that academic integration and social integration play an important role in determining persistence of students, validating the core finding of Tinto's model. Student persistence decisions are complex and are influenced by a variety of factors. For example, finance plays an important role in not only access to education but also influences academic integration and social integration. This was highlighted by the works of Pascarella and Terenzini (2005), and Cabrera and colleagues (Cabrera, Nora, & Castañeda, 1992; Nora, Cabrera, Hagedorn, & Pascarella, 1996) who have shown that while financial aid can help, the effectiveness of the assistantship varies, depending on the type of financial aid awarded to individual students.
Author: Wesley R. Habley
Author: Wesley R. Habley
Author: Leonard Baird
Author: Rosemary S. Caffarella
Author: Melanie Jennifer Greene
Author: Vincent Tinto
Author: Alan Seidman
Author: Alan Seidman
Author: Jamie Loran Franco-Zamudio
Author: Glick, Danny
Author: Preeti B. Patil