Launching a 15 to Finish Campaign: A Program Evaluation

Autor/in	Howard, Martine K.
Titel	Launching a 15 to Finish Campaign: A Program Evaluation
Quelle	(2022), (174 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, New Jersey City University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-9909-9
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; Two Year College Students; College Credits; Program Evaluation; Program Implementation; Decision Making; Enrollment; Training; Evidence Based Practice; Race; Ethnicity + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Programme evaluation; Programmevaluation; Decision-making; Entscheidungsfindung; Einschulung; Ausbildung; Rasse; Abstammung; Ethnizität
Abstract	Many community college students do not finish their 2-year degree on time, and there are several institutional barriers that prevent students from taking 15 college credits per semester. Students are not aware of the academic and economic benefits of taking 15 college credits per semester. A 15 to Finish communication campaign, which has been successfully implemented in many institutions around the country, informs students of the benefits of taking 15 credits each semester by providing clear messages and advisement. The campaign empowers students to make informed decisions on the number of credits to enroll in per semester. The purpose of the 15 to Finish program implementation evaluation at a community college in the northeast of the United States was to evaluate training that provided evidence-based data to college professionals and assess if first-time, degree-seeking students saw and received the 15 to Finish campaign messages. The campaign's impact on student enrollment behavior was calculated by analyzing Fall 2021 enrollment data of students who took 15 or more credits and comparing them to previous fall semesters' student enrollment data. Analyses also determined if student enrollment behavior was equitable across race and ethnicity after messages were seen and received. Results showed the program was successful. Students saw and received messages from different sources, and enrollment in taking 15 credits during Fall 2021 increased, including by race and ethnicity. A step-by-step program recommendation for future practitioners who wish to implement a 15 to Finish campaign and resources are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01