Literaturnachweis - Detailanzeige
| Autor/inn/en | Walleri, R. Dan; Stoker, Cheryl L.; Stoering, Juliette |
|---|---|
| Titel | Building a Community of Learning: A Comprehensive Approach to Assisting At-Risk Students. AIR 1997 Annual Forum Paper. |
| Quelle | (1997), (25 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Academic Aspiration; Academic Persistence; Case Studies; College Faculty; College Freshmen; College Students; Dropout Prevention; Dropout Research; High Risk Students; Higher Education; Institutional Research; Program Evaluation; Resistance to Change; School Holding Power; Student School Relationship |
| Abstract | This case study of a student retention program for at-risk students at Mount Hood Community College (Oregon) contends that student retention programs are seldom as holistic and comprehensive as intended. The study analyzed three areas: the design and implementation of a comprehensive program to improve student retention; the organizational dynamics of change brought about by the retention project; and the role of institutional research. The project students were students who were under-prepared and/or had declared general studies majors with no clear educational goal. The major elements of the retention program included review and revision of student intake services (i.e., placement testing, advising and registration workshops, and a college success class) and intensive academic advising of at-risk students using a case-management approach to advising. Staff and student evaluations of the pilot program were conducted. Staff found the program useful but expressed concern about time constraints, services made available to students who did not need them, and difficulty in contacting students. Students reported satisfaction with the ease of faculty contact. Although there were no significant differences in grade point averages between program students and other students, students receiving the intensive academic advising had a higher one-year retention rate. The role played by institutional research was mixed. (Contains 28 references.) (JLS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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