Enhancing Post-Secondary Student Retention: Lessons Learned from Stories of Former First-Year Students

Autor/inn/en	Kanji, Zul; Pidgeon, Michelle; Nilson, Michelle
Titel	Enhancing Post-Secondary Student Retention: Lessons Learned from Stories of Former First-Year Students
Quelle	In: Journal of Student Affairs Research and Practice, 59 (2022) 2, S.165-179 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kanji, Zul) ORCID (Pidgeon, Michelle) ORCID (Nilson, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6591
DOI	10.1080/19496591.2020.1835670
Schlagwörter	School Holding Power; College Freshmen; Dropouts; Foreign Countries; Teacher Student Relationship; Class Size; College Readiness; Student Attitudes; Psychological Patterns; Academic Support Services; Canada + Suchen Sie Ihr Suchwort? Studienanfänger; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengröße; Schülerverhalten; Kanada
Abstract	This study explored the experiences of former first-year students who had been institutionally dismissed from an undergraduate health program in a large Canadian university. Using a qualitative narrative inquiry, 20 individual interviews were conducted with 10 former students. Challenges connecting with faculty, large classes, and academic under-preparedness contributed to these commuter students' involuntary departure. The university's student support resources were under-utilized. Lessons learned have emphasized the role that an institution has in supporting its students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11