Identification of Skill-Appropriate Courses to Improve Retention of At-Risk College Freshmen

Autor/in	Daniel, Alan M.
Titel	Identification of Skill-Appropriate Courses to Improve Retention of At-Risk College Freshmen
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 24 (2022) 1, S.126-143 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daniel, Alan M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025120905542
Schlagwörter	Intervention; School Holding Power; At Risk Students; College Freshmen; Academic Persistence; Resilience (Psychology); Identification; Academic Advising; Remedial Programs; Course Selection (Students); Skill Development + Suchen Sie Ihr Suchwort? Studienanfänger; Identifikation; Identifizierung; Akademischer Rat; Förderprogramm; Course selection; Student; Students; Kurswahl; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Identifying and supporting high-risk students are critical to increasing retention and persistence. What makes some high-risk students able to succeed, while others attrit? This article argues that early success in college courses is a key factor in resilience among high-risk students. Enrolling students in skill-appropriate courses during their first semester can serve as a buffer against vulnerability in high-risk students. This article presents an approach to identifying risk factors, determining which courses are skill-appropriate, and adjusting student advising to improve long-term student success. An example case from a small public 4-year college is analyzed to demonstrate the process, and the results indicate a potential for dramatic increases in persistence to graduation among high-risk students. Short- and long-term implementation strategies as well as benefits to both students and institutions are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01