Freshman seminars and first-year programs aim to improve student retention by helping students integrate socially and academically into college life. The document discusses research on the effectiveness of these programs on student persistence through their sophomore year. It provides an introduction to the topic and outlines the research question, hypothesis, literature review, and methodology that will be used to determine if freshman seminars and first-year programs correlate with higher retention rates.
- The document summarizes research on supporting students' motivation in school, with a focus on classroom support for interest in math and science.
- Study 1 found that an instructional intervention to facilitate conceptual change in biology was only effective for students with high individual interest in biology.
- Study 2 found that situational interest in math predicted increases in individual interest in math over time.
- Study 3 found that instructional techniques like providing choice, real-world connections, and opportunities for involvement supported situational interest in science, which predicted individual interest.
Researcher Positionality - A Consideration of Its Influence and
Place in Qualitative Research - A New Researcher Guide.
Masters and PhD student researchers in the social sciences are often required to explore and
explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
Different Approach in Teaching and Learning in Science for Mongolian Secondar...theijes
This document discusses challenges with implementing constructivist approaches to teaching science in classrooms. It argues that the phases of constructivist teaching sequences are often described separately but need to be integrated in practice. It is also difficult for teachers to plan activities that address each individual student's existing understanding given class sizes. The document introduces concept cartoons as an innovative way to engage students in thinking about science concepts by presenting alternative views in a visually appealing format. This allows teachers to elicit students' initial ideas and challenge them to develop their understanding in a practical classroom-based approach.
Examining the Student Teacher Relationship (STR) for Children with and Withou...crealcsuf
C-REAL's February's Colloquium presentation "Examining the Student Teacher Relationship (STR) for Children with and Without Disabilities: Spotlight on Autism" presented by Dr. Howell.
Why school leaders and education researchers need to embrace complexity (and ...James Mannion
This document discusses the complexity of education interventions and the need for researchers and teachers to embrace complexity. It provides examples of complex interventions in health and education. A complex intervention is defined as having multiple interacting components, sensitivity to context, and nonlinear causal relationships between intervention and outcomes. Education is characterized as a complex adaptive system with many interacting elements at different levels. The document argues that complexity theory suggests intervening at all levels of an education system simultaneously rather than expecting single interventions or "silver bullets" to drive large-scale change.
The Potential Effects Neoliberal Ideology brought to the Student Engagement i...inventionjournals
The student engagement of Ideological and Political Theories Curriculum (IPTC) is a contemporary China-based research ‘hot topic’ in higher education, which is effected by a movement of Neoliberal Ideology (NI). This paper seeks to investigate the relationship between NI and the student engagement of IPTC and then highlights the potential effects of NI brought to IPTC. Within the context of China’s education organizations, the paper stated the current understanding on IPTC from college students’ perspective with phenomenography interview. Furthermore, the potential effects of NI on student engagement, which included the decline of cognitive engagement decline, behavior engagement and affection engagement were illustrated in detail in the result and discussion section. Finally, the paper ends with the reflection of China’s higher education and suggestions for IPTC teaching in the future
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teac...crealcsuf
This study examined the co-teaching model of student teaching using a collective case study of 3 co-teaching teams. Interviews and observations were conducted. Findings showed that participants generally had positive experiences with co-teaching and found the support from their partner and training to be helpful. However, co-teaching was also professionally demanding and time consuming. Participants saw their relationships as collaborative partnerships with shared planning and responsibilities. The co-teaching model helped prepare teacher candidates and improved cooperating teachers' reflective practices. However, some candidates felt they did not learn enough about implementing teaching strategies.
- The document summarizes research on supporting students' motivation in school, with a focus on classroom support for interest in math and science.
- Study 1 found that an instructional intervention to facilitate conceptual change in biology was only effective for students with high individual interest in biology.
- Study 2 found that situational interest in math predicted increases in individual interest in math over time.
- Study 3 found that instructional techniques like providing choice, real-world connections, and opportunities for involvement supported situational interest in science, which predicted individual interest.
Researcher Positionality - A Consideration of Its Influence and
Place in Qualitative Research - A New Researcher Guide.
Masters and PhD student researchers in the social sciences are often required to explore and
explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
Different Approach in Teaching and Learning in Science for Mongolian Secondar...theijes
This document discusses challenges with implementing constructivist approaches to teaching science in classrooms. It argues that the phases of constructivist teaching sequences are often described separately but need to be integrated in practice. It is also difficult for teachers to plan activities that address each individual student's existing understanding given class sizes. The document introduces concept cartoons as an innovative way to engage students in thinking about science concepts by presenting alternative views in a visually appealing format. This allows teachers to elicit students' initial ideas and challenge them to develop their understanding in a practical classroom-based approach.
Examining the Student Teacher Relationship (STR) for Children with and Withou...crealcsuf
C-REAL's February's Colloquium presentation "Examining the Student Teacher Relationship (STR) for Children with and Without Disabilities: Spotlight on Autism" presented by Dr. Howell.
Why school leaders and education researchers need to embrace complexity (and ...James Mannion
This document discusses the complexity of education interventions and the need for researchers and teachers to embrace complexity. It provides examples of complex interventions in health and education. A complex intervention is defined as having multiple interacting components, sensitivity to context, and nonlinear causal relationships between intervention and outcomes. Education is characterized as a complex adaptive system with many interacting elements at different levels. The document argues that complexity theory suggests intervening at all levels of an education system simultaneously rather than expecting single interventions or "silver bullets" to drive large-scale change.
The Potential Effects Neoliberal Ideology brought to the Student Engagement i...inventionjournals
The student engagement of Ideological and Political Theories Curriculum (IPTC) is a contemporary China-based research ‘hot topic’ in higher education, which is effected by a movement of Neoliberal Ideology (NI). This paper seeks to investigate the relationship between NI and the student engagement of IPTC and then highlights the potential effects of NI brought to IPTC. Within the context of China’s education organizations, the paper stated the current understanding on IPTC from college students’ perspective with phenomenography interview. Furthermore, the potential effects of NI on student engagement, which included the decline of cognitive engagement decline, behavior engagement and affection engagement were illustrated in detail in the result and discussion section. Finally, the paper ends with the reflection of China’s higher education and suggestions for IPTC teaching in the future
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teac...crealcsuf
This study examined the co-teaching model of student teaching using a collective case study of 3 co-teaching teams. Interviews and observations were conducted. Findings showed that participants generally had positive experiences with co-teaching and found the support from their partner and training to be helpful. However, co-teaching was also professionally demanding and time consuming. Participants saw their relationships as collaborative partnerships with shared planning and responsibilities. The co-teaching model helped prepare teacher candidates and improved cooperating teachers' reflective practices. However, some candidates felt they did not learn enough about implementing teaching strategies.
William Blake was an English artist, poet and printmaker from London who lived during the Romantic period in the late 18th century. Some of his most important works included Songs of Innocence and Songs of Experience, as well as illustrations for poems like The Marriage of Heaven and Hell. Though criticized by some as insane or satanic during his lifetime, Blake is now seen as an influential figure who helped inspire genres like graphic novels and comics with his unconventional artistic style.
This document discusses effective assessment practices for institutions of higher education. It outlines how assessment can benefit institutions by informing decisions about curriculum, programs, policies and student needs. The importance of assessment is that it allows institutions to measure goals and learning outcomes, improve student learning and teaching, and gauge institutional effectiveness. The document provides examples of assessment practices from Northeastern Illinois University and recommends strategies for developing institution-wide and program-level assessment systems, including establishing goals, collecting both direct and indirect measures of student learning, and using assessment data for continuous improvement.
This lab covers SQL functions like aggregate, date/time, and string functions. Queries will be written to display the current date, calculate salary increases, find the highest and lowest salaries, and display manager numbers and the salary of the lowest-paid employee for each manager earning over $6,000. Various SQL functions are investigated along with grouping, aggregation, and joins.
An Introduction to Understanding Life Span Human Developmentwindstar2002
This document provides an overview of human development and lifespan development. It discusses the goals of studying development as describing, explaining, predicting, and modifying development over time. Key topics covered include the major domains of development (physical, cognitive, psychosocial), influences on development like heredity and environment, approaches like Bronfenbrenner's ecological systems theory, research methods used, and ethical considerations in developmental research.
Public, Private, and Persistence: Operationalizing Tinto’s “Pre-Schooling” At...Kirstin Anderson
This document discusses a proposed study to examine how the type of high school education (public vs. private) affects student persistence in college. The study would survey students from two high schools (one public, one private) in Holland, Michigan, as well as first-year students from Hope College who attended either type of high school. It aims to operationalize the "pre-college schooling" factor in Vincent Tinto's model of student persistence. The survey would measure demographics, views on high school, goals, and intent to persist in college. Results could help fill a gap in research on how public vs. private high school influences progression through Tinto's persistence model.
The document summarizes a study on factors that influence students' sense of belonging at university. It finds that social relationships, both formal and informal, are strongly associated with higher ratings of belonging. Formal relationships like interactions with tutors and small group work enhance belonging, as do informal relationships like friendships and socializing. Extracurricular activities also support belonging by facilitating social bonds. Qualitative data suggests relationships strengthen over time, as formal relationships become informal with closer socializing outside class. The study aims to identify practices that foster relationships and belonging to help student retention.
This document summarizes a proposed research study on the relationship between participation in orientation programs and student retention at four-year public institutions. The study aims to understand how different orientation models contribute to student success, examine current orientation theories, and identify gaps in previous research. If conducted, the study would survey incoming freshmen before and after orientation, conduct interviews with students from freshman to senior year, and hold post-orientation forums. The goal is to provide colleges with insights on addressing attrition gaps, though the study acknowledges limitations in generalizing findings and collaborating across departments.
The document discusses factors that influence student satisfaction and persistence at historically Black colleges and universities (HBCUs). It presents Tinto's model of student attrition as the theoretical framework, which suggests that academic and social integration affect student outcomes. The study aims to identify institutional factors that influence student satisfaction and determine strategies to increase retention. It will use interviews, questionnaires and surveys to examine the relationship between student satisfaction with institutional experiences and social integration. The results could help administrators improve factors related to student satisfaction and persistence.
This document discusses factors that influence student satisfaction and persistence at historically Black colleges and universities. It presents Tinto's model of student attrition as the theoretical framework, which identifies pre-entry attributes, goals, institutional experiences, integration, and outcomes as key components. The study aims to identify institutional factors that affect student satisfaction and how satisfaction influences persistence through surveys, interviews and questionnaires of a sample of 20 students. Understanding these relationships could help administrators improve factors related to student satisfaction and retention.
This study examines how sense of belonging and college readiness impact first-generation college students' transition to higher education. Surveys of 28 students found that while most felt their qualities could benefit others, many disagreed their high school prepared them for college time management and planning. Students felt valued by others in the past more than in college. The study aims to understand challenges first-generation students face and how institutions can better support their belonging, readiness, and engagement. Further research is needed on how programs and practices can help first-generation students adapt to college academics and culture.
This study examined the long-term effects of a difference-education intervention on first-generation college students' psychological experiences and physiological responses to stress. The intervention taught students how their social class backgrounds influenced their college experiences. Two years later, participants completed stressful tasks in a lab and their cortisol and DHEA levels were measured. It was hypothesized that students who received the difference-education would be more likely to discuss their backgrounds and that first-generation students in this group would show greater physiological thriving in response to stress, as indicated by their hormone levels. The results provided insight into how interventions can shape students' understanding of themselves over multiple years and situations.
15Military Veterans and Their Persistence in Limited Resid.docxdrennanmicah
15
Military Veterans and Their Persistence in Limited Residence Doctoral Programs:
A Transcendental Phenomenological Study
by
Student Name
Liberty University
Overview
This literature review provides a theoretical understanding of persistence as well as related literature on military veterans persisting in LRDPs. This body of knowledge, while helpful to researchers studying persistence, highlights the literature gap that exists concerning military veterans persisting in LRDPs. The theory framing this inquiry is Ryan and Deci’s (2017) marco-theory which leans on three basic psychological needs: autonomy, competence, and relatedness. Ryan and Deci (2017) argued emphatically that “one of psychology’s most critical questions concerns the internal or external conditions necessary to support human flourishing” (p. 80). This review of the literature demonstrates how autonomy, competence, and relatedness are factors of self-determination (i.e., persistence), and how these factors may influence military veterans to persist in LRDPs.Theoretical Framework
The role of having a theoretical framework for qualitative inquiry is significant as it influences the research process. A theoretical framework provides an “explanation of a certain set of observed phenomena in terms of a system of constructs and laws that relate these constructs to each other” (Gall, Gall, & Borg, 2007, p. 32). This literature review will examine how the phenomenon, persistence, relates to SDT constructs. Constructs, constitutively defined, are “descriptive labels that refer to phenomena of interest” (Gall et al., 2007, p. 36). The constructs (i.e., descriptive labels) this study will use to refer to persistence will connect with the three tenets of SDT–autonomy, competence, and relatedness. Autonomy, competence, and relatedness constructs may reveal commonalities in persistence, enabling researchers of persistence to predict and control this phenomenon.
Reviews of persistence literature indicate research studies conducted on persistence are prevalent and are increasing (O’Neill & Thomson, 2013). Many seminal researchers have provided theoretical frameworks on persistence for today’s researchers to test and extend. For example, Astin’s (1975) Theory of Involvement provided researchers a framework for studying persistence by emphasizing the importance of student involvement (i.e., input, environment, and outcome) in college. Tinto (1985) leaned on Astin’s groundbreaking research and is most cited by researchers conducting persistence studies (Guiffrida et al., 2013). Tinto’s (1985) Theory of Student Integration suggested the degree of academic integration and social integration predicted student persistence. Tinto (1985) explained that academic integration included grade performance, academic self-esteem, valuing academics; and social integration included social interactions with peers and faculty.
Many researchers lean on Tinto’s (1985) Theory of Student Integration to understan.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
This document provides an overview of different types of research, including:
- Pure research and applied research based on concepts versus applying research to societal problems.
- Descriptive, correlational, explanatory, exploratory, and action research based on the purpose of the research.
- Qualitative and quantitative research based on the type of data needed.
- Case study, ethnography, phenomenology, content/discourse analysis, historical analysis, and grounded theory as types of qualitative research.
Examples and brief descriptions are provided for each type of research.
This document summarizes a study conducted by Walden University to improve student progress and retention, especially in the first year. It details the university's cultural shift to establish a clear student progress strategy and methodology for a multi-year study of retention initiatives. The study found initiatives improved student satisfaction, performance, and retention. The introduction provides historical context on the focus of retention in higher education beginning in the 1960s. It also notes challenges in online programs include competing responsibilities, lack of direct contact between students and faculty, and need for support specific to distance learners.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
This document summarizes Ayn Rand's philosophical views on selfishness from her book The Virtue of Selfishness. It discusses how Rand believes that ethics guide one's choices and actions in life. The purpose of the essay is to discuss when selfishness can be considered right or wrong according to the circumstances. It explores Rand's philosophy of "Objectivism" which holds that reality exists independently of consciousness and that individuals can pursue their own rational self-interest through laissez-faire capitalism. The essay aims to show that people have a right to be selfish depending on their situation as long as it is not at the expense of others' well-being.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
This document summarizes Ayn Rand's philosophical views on selfishness from her book The Virtue of Selfishness. It discusses how Rand believes that ethics guide one's choices and actions in life. The purpose of the essay is to discuss when selfishness can be considered right or wrong according to the circumstances. It explores Rand's philosophy of "Objectivism" which holds that reality exists independently of consciousness and that individuals can pursue their own rational self-interest through laissez-faire capitalism. The essay aims to show that people have a right to be selfish depending on their situation as long as it is not at the expense of others' well-being.
William Allan Kritsonis, PhD, EDUCATIONAL PHILOSOPHYWilliam Kritsonis
This document summarizes Ayn Rand's philosophical views on selfishness from her book The Virtue of Selfishness. It discusses how Rand believes that ethics guide one's choices and actions in life. The purpose of the essay is to discuss when selfishness can be considered right or wrong according to the circumstances. It explores Rand's philosophy of "Objectivism" which holds that reality exists independently of consciousness and that individuals can pursue their own rational self-interest through laissez-faire capitalism. The essay aims to show that people have a right to be selfish depending on their situation as long as it is not at the expense of others' well-being.
This study aimed to determine the effects of cutting classes on the academic performance of senior high school students in Tigbauan National High School. A total of 50 senior high school students participated in the study, consisting of 20 male students and 30 female students. The study found that cutting classes had a neutral effect on academic performance. Specifically, the findings showed that boredom is a main reason for cutting classes and that students sometimes skip class every day. However, the study found no significant differences in the effects of cutting classes when comparing groups by gender, level, or as a whole. Therefore, the hypothesis that there are differences is rejected. In conclusion, cutting classes was found to have a neutral effect on academic performance with no significant
Student Engagement: A Comparative Analysis Of Traditional And Nontradional St...inventionjournals
This document summarizes a study comparing levels of engagement between traditional and non-traditional students at Historically Black Colleges and Universities (HBCUs). It provides background on the increasing numbers of non-traditional students in higher education and how they differ from traditional students. The study uses data from the National Survey of Student Engagement (NSSE) to analyze differences in engagement across three benchmarks: academic challenge, enriching educational experiences, and supportive campus environment. The purpose is to address the lack of research on non-traditional student engagement at HBCUs and better understand how engagement impacts outcomes for these students.
William Blake was an English artist, poet and printmaker from London who lived during the Romantic period in the late 18th century. Some of his most important works included Songs of Innocence and Songs of Experience, as well as illustrations for poems like The Marriage of Heaven and Hell. Though criticized by some as insane or satanic during his lifetime, Blake is now seen as an influential figure who helped inspire genres like graphic novels and comics with his unconventional artistic style.
This document discusses effective assessment practices for institutions of higher education. It outlines how assessment can benefit institutions by informing decisions about curriculum, programs, policies and student needs. The importance of assessment is that it allows institutions to measure goals and learning outcomes, improve student learning and teaching, and gauge institutional effectiveness. The document provides examples of assessment practices from Northeastern Illinois University and recommends strategies for developing institution-wide and program-level assessment systems, including establishing goals, collecting both direct and indirect measures of student learning, and using assessment data for continuous improvement.
This lab covers SQL functions like aggregate, date/time, and string functions. Queries will be written to display the current date, calculate salary increases, find the highest and lowest salaries, and display manager numbers and the salary of the lowest-paid employee for each manager earning over $6,000. Various SQL functions are investigated along with grouping, aggregation, and joins.
An Introduction to Understanding Life Span Human Developmentwindstar2002
This document provides an overview of human development and lifespan development. It discusses the goals of studying development as describing, explaining, predicting, and modifying development over time. Key topics covered include the major domains of development (physical, cognitive, psychosocial), influences on development like heredity and environment, approaches like Bronfenbrenner's ecological systems theory, research methods used, and ethical considerations in developmental research.
Public, Private, and Persistence: Operationalizing Tinto’s “Pre-Schooling” At...Kirstin Anderson
This document discusses a proposed study to examine how the type of high school education (public vs. private) affects student persistence in college. The study would survey students from two high schools (one public, one private) in Holland, Michigan, as well as first-year students from Hope College who attended either type of high school. It aims to operationalize the "pre-college schooling" factor in Vincent Tinto's model of student persistence. The survey would measure demographics, views on high school, goals, and intent to persist in college. Results could help fill a gap in research on how public vs. private high school influences progression through Tinto's persistence model.
The document summarizes a study on factors that influence students' sense of belonging at university. It finds that social relationships, both formal and informal, are strongly associated with higher ratings of belonging. Formal relationships like interactions with tutors and small group work enhance belonging, as do informal relationships like friendships and socializing. Extracurricular activities also support belonging by facilitating social bonds. Qualitative data suggests relationships strengthen over time, as formal relationships become informal with closer socializing outside class. The study aims to identify practices that foster relationships and belonging to help student retention.
This document summarizes a proposed research study on the relationship between participation in orientation programs and student retention at four-year public institutions. The study aims to understand how different orientation models contribute to student success, examine current orientation theories, and identify gaps in previous research. If conducted, the study would survey incoming freshmen before and after orientation, conduct interviews with students from freshman to senior year, and hold post-orientation forums. The goal is to provide colleges with insights on addressing attrition gaps, though the study acknowledges limitations in generalizing findings and collaborating across departments.
The document discusses factors that influence student satisfaction and persistence at historically Black colleges and universities (HBCUs). It presents Tinto's model of student attrition as the theoretical framework, which suggests that academic and social integration affect student outcomes. The study aims to identify institutional factors that influence student satisfaction and determine strategies to increase retention. It will use interviews, questionnaires and surveys to examine the relationship between student satisfaction with institutional experiences and social integration. The results could help administrators improve factors related to student satisfaction and persistence.
This document discusses factors that influence student satisfaction and persistence at historically Black colleges and universities. It presents Tinto's model of student attrition as the theoretical framework, which identifies pre-entry attributes, goals, institutional experiences, integration, and outcomes as key components. The study aims to identify institutional factors that affect student satisfaction and how satisfaction influences persistence through surveys, interviews and questionnaires of a sample of 20 students. Understanding these relationships could help administrators improve factors related to student satisfaction and retention.
This study examines how sense of belonging and college readiness impact first-generation college students' transition to higher education. Surveys of 28 students found that while most felt their qualities could benefit others, many disagreed their high school prepared them for college time management and planning. Students felt valued by others in the past more than in college. The study aims to understand challenges first-generation students face and how institutions can better support their belonging, readiness, and engagement. Further research is needed on how programs and practices can help first-generation students adapt to college academics and culture.
This study examined the long-term effects of a difference-education intervention on first-generation college students' psychological experiences and physiological responses to stress. The intervention taught students how their social class backgrounds influenced their college experiences. Two years later, participants completed stressful tasks in a lab and their cortisol and DHEA levels were measured. It was hypothesized that students who received the difference-education would be more likely to discuss their backgrounds and that first-generation students in this group would show greater physiological thriving in response to stress, as indicated by their hormone levels. The results provided insight into how interventions can shape students' understanding of themselves over multiple years and situations.
15Military Veterans and Their Persistence in Limited Resid.docxdrennanmicah
15
Military Veterans and Their Persistence in Limited Residence Doctoral Programs:
A Transcendental Phenomenological Study
by
Student Name
Liberty University
Overview
This literature review provides a theoretical understanding of persistence as well as related literature on military veterans persisting in LRDPs. This body of knowledge, while helpful to researchers studying persistence, highlights the literature gap that exists concerning military veterans persisting in LRDPs. The theory framing this inquiry is Ryan and Deci’s (2017) marco-theory which leans on three basic psychological needs: autonomy, competence, and relatedness. Ryan and Deci (2017) argued emphatically that “one of psychology’s most critical questions concerns the internal or external conditions necessary to support human flourishing” (p. 80). This review of the literature demonstrates how autonomy, competence, and relatedness are factors of self-determination (i.e., persistence), and how these factors may influence military veterans to persist in LRDPs.Theoretical Framework
The role of having a theoretical framework for qualitative inquiry is significant as it influences the research process. A theoretical framework provides an “explanation of a certain set of observed phenomena in terms of a system of constructs and laws that relate these constructs to each other” (Gall, Gall, & Borg, 2007, p. 32). This literature review will examine how the phenomenon, persistence, relates to SDT constructs. Constructs, constitutively defined, are “descriptive labels that refer to phenomena of interest” (Gall et al., 2007, p. 36). The constructs (i.e., descriptive labels) this study will use to refer to persistence will connect with the three tenets of SDT–autonomy, competence, and relatedness. Autonomy, competence, and relatedness constructs may reveal commonalities in persistence, enabling researchers of persistence to predict and control this phenomenon.
Reviews of persistence literature indicate research studies conducted on persistence are prevalent and are increasing (O’Neill & Thomson, 2013). Many seminal researchers have provided theoretical frameworks on persistence for today’s researchers to test and extend. For example, Astin’s (1975) Theory of Involvement provided researchers a framework for studying persistence by emphasizing the importance of student involvement (i.e., input, environment, and outcome) in college. Tinto (1985) leaned on Astin’s groundbreaking research and is most cited by researchers conducting persistence studies (Guiffrida et al., 2013). Tinto’s (1985) Theory of Student Integration suggested the degree of academic integration and social integration predicted student persistence. Tinto (1985) explained that academic integration included grade performance, academic self-esteem, valuing academics; and social integration included social interactions with peers and faculty.
Many researchers lean on Tinto’s (1985) Theory of Student Integration to understan.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
This document provides an overview of different types of research, including:
- Pure research and applied research based on concepts versus applying research to societal problems.
- Descriptive, correlational, explanatory, exploratory, and action research based on the purpose of the research.
- Qualitative and quantitative research based on the type of data needed.
- Case study, ethnography, phenomenology, content/discourse analysis, historical analysis, and grounded theory as types of qualitative research.
Examples and brief descriptions are provided for each type of research.
This document summarizes a study conducted by Walden University to improve student progress and retention, especially in the first year. It details the university's cultural shift to establish a clear student progress strategy and methodology for a multi-year study of retention initiatives. The study found initiatives improved student satisfaction, performance, and retention. The introduction provides historical context on the focus of retention in higher education beginning in the 1960s. It also notes challenges in online programs include competing responsibilities, lack of direct contact between students and faculty, and need for support specific to distance learners.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
This document summarizes Ayn Rand's philosophical views on selfishness from her book The Virtue of Selfishness. It discusses how Rand believes that ethics guide one's choices and actions in life. The purpose of the essay is to discuss when selfishness can be considered right or wrong according to the circumstances. It explores Rand's philosophy of "Objectivism" which holds that reality exists independently of consciousness and that individuals can pursue their own rational self-interest through laissez-faire capitalism. The essay aims to show that people have a right to be selfish depending on their situation as long as it is not at the expense of others' well-being.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
This document summarizes Ayn Rand's philosophical views on selfishness from her book The Virtue of Selfishness. It discusses how Rand believes that ethics guide one's choices and actions in life. The purpose of the essay is to discuss when selfishness can be considered right or wrong according to the circumstances. It explores Rand's philosophy of "Objectivism" which holds that reality exists independently of consciousness and that individuals can pursue their own rational self-interest through laissez-faire capitalism. The essay aims to show that people have a right to be selfish depending on their situation as long as it is not at the expense of others' well-being.
William Allan Kritsonis, PhD, EDUCATIONAL PHILOSOPHYWilliam Kritsonis
This document summarizes Ayn Rand's philosophical views on selfishness from her book The Virtue of Selfishness. It discusses how Rand believes that ethics guide one's choices and actions in life. The purpose of the essay is to discuss when selfishness can be considered right or wrong according to the circumstances. It explores Rand's philosophy of "Objectivism" which holds that reality exists independently of consciousness and that individuals can pursue their own rational self-interest through laissez-faire capitalism. The essay aims to show that people have a right to be selfish depending on their situation as long as it is not at the expense of others' well-being.
This study aimed to determine the effects of cutting classes on the academic performance of senior high school students in Tigbauan National High School. A total of 50 senior high school students participated in the study, consisting of 20 male students and 30 female students. The study found that cutting classes had a neutral effect on academic performance. Specifically, the findings showed that boredom is a main reason for cutting classes and that students sometimes skip class every day. However, the study found no significant differences in the effects of cutting classes when comparing groups by gender, level, or as a whole. Therefore, the hypothesis that there are differences is rejected. In conclusion, cutting classes was found to have a neutral effect on academic performance with no significant
Student Engagement: A Comparative Analysis Of Traditional And Nontradional St...inventionjournals
This document summarizes a study comparing levels of engagement between traditional and non-traditional students at Historically Black Colleges and Universities (HBCUs). It provides background on the increasing numbers of non-traditional students in higher education and how they differ from traditional students. The study uses data from the National Survey of Student Engagement (NSSE) to analyze differences in engagement across three benchmarks: academic challenge, enriching educational experiences, and supportive campus environment. The purpose is to address the lack of research on non-traditional student engagement at HBCUs and better understand how engagement impacts outcomes for these students.
Lead Paper in Australian Council for Educational Leaders Annual Conference 2011Cher Ping Lim
The document discusses learning engagement and global citizenship. It presents case studies from Asia-Pacific countries on conversations across boundaries, including projects in Singapore and Australia, Thailand, and Indonesia. It also addresses challenges like time constraints and designing learning environments to empower students. The goal is to provide opportunities for students to critically examine issues across boundaries to improve learning outcomes.
A comparative study between introverts and extraverts in their conforming beh...Alexander Decker
This study compared the conforming behaviors of introverted and extraverted students at Galaxy International Junior High School in Ghana. Twenty students (10 introverts and 10 extraverts) participated in a conformity experiment where they had to identify symbols after 5 confederates provided wrong answers. The study found that introverted students conformed more than extraverts. Introverted females also conformed more than introverted males. Additionally, the study established a positive relationship between a student's age and their tendency to conform. The study recommended using a larger sample size and examining the influence of culture on conformity between personality types.
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1. 11
EFFECTIVENESS OFEFFECTIVENESS OF
FRESHMAN SEMINARSFRESHMAN SEMINARS
AND FIRST-YEARAND FIRST-YEAR
PROGRAMSPROGRAMS
ON STUDENTON STUDENT
RETENTIONRETENTION
Thesis Proposal DefenseThesis Proposal Defense
PRESENTER: DEBRA JOHNSONPRESENTER: DEBRA JOHNSON
ADVISOR: DR. DAVID ROBINSONADVISOR: DR. DAVID ROBINSON
2. 22
CONTENTSCONTENTS
I.I. INTRODUCTIONINTRODUCTION
II.II. PURPOSES OF THE STUDYPURPOSES OF THE STUDY
III.III. RESEARCH QUESTION &RESEARCH QUESTION &
IV.IV. RESEARCH HYPOTHESISRESEARCH HYPOTHESIS
V.V. LITERATURE REVIEWLITERATURE REVIEW
VI.VI. METHODOLOGYMETHODOLOGY
3. 33
INTRODUCTIONINTRODUCTION
Background of the StudyBackground of the Study
Retaining students has always been importantRetaining students has always been important
to institutions of higher educationto institutions of higher education
(Henderson, 1998; Rudolph, 1990/1962;(Henderson, 1998; Rudolph, 1990/1962;
Thelin, 2004).Thelin, 2004).
4. 44
INTRODUCTIONINTRODUCTION
BackgroundBackground
With the development of enrollmentWith the development of enrollment
management as a distinct discipline overmanagement as a distinct discipline over
the past 30 years, scholarly contributionsthe past 30 years, scholarly contributions
to understanding retention have grown.to understanding retention have grown.
(Henderson, 2001)(Henderson, 2001)
5. 55
introductionintroduction
BackgroundBackground
One approach to increasing retention is the first-One approach to increasing retention is the first-
year seminar.year seminar.
Introduced by John Gardner at the University ofIntroduced by John Gardner at the University of
South Carolina in 1972 as “University 101”South Carolina in 1972 as “University 101”
Adopted by 95% of America’s colleges andAdopted by 95% of America’s colleges and
universities (Barefoot, 2002) (Cited byuniversities (Barefoot, 2002) (Cited by
Pascarella & TerenziniPascarella & Terenzini, 2005), 2005)
6. 66
introductionintroduction
BackgroundBackground
During the same time, external and internalDuring the same time, external and internal
pressures have intensified the need forpressures have intensified the need for
practical ideas for improving retentionpractical ideas for improving retention
rates (Hossler, Ziskin, Moore, &rates (Hossler, Ziskin, Moore, &
Wakhungu, 2008).Wakhungu, 2008).
7. 77
Statement of the problemStatement of the problem
Studies of college studentStudies of college student
retention/attrition are based on data fromretention/attrition are based on data from
four-year residential colleges orfour-year residential colleges or
universities (Web, 1988).universities (Web, 1988).
Retaining a student is fundamental to theRetaining a student is fundamental to the
ability of an institution to carry out itsability of an institution to carry out its
missionmission
8. 88
Statement of the problemStatement of the problem
There is a significant fiscal impact:There is a significant fiscal impact:
Loss of tuitionLoss of tuition
Loss of majors in some departmentsLoss of majors in some departments
Loss of highly trained individuals to enterLoss of highly trained individuals to enter
the workforce or perform civic dutiesthe workforce or perform civic duties
Symbolic failure of an institution toSymbolic failure of an institution to
achieve its purpose (National Center forachieve its purpose (National Center for
Education Statistics,2001) .Education Statistics,2001) .
9. 99
Purpose for the studyPurpose for the study
To examine theTo examine the effectivenesseffectiveness of freshmanof freshman
seminars and first-year programs on theseminars and first-year programs on the
persistencepersistence andand retentionretention of freshman studentsof freshman students
to their sophomore yearto their sophomore year
To determine if there is aTo determine if there is a correlationcorrelation betweenbetween
freshman seminars and first-year programs onfreshman seminars and first-year programs on
student retention and persistencestudent retention and persistence
10. 1010
INTRODUCTIONINTRODUCTION
Research QuestionResearch Question
““What are the correlation of freshmanWhat are the correlation of freshman
seminars and first-year experiences onseminars and first-year experiences on
student persistence and retention?”student persistence and retention?”
Research HypothesisResearch Hypothesis
““Students who participate in freshmanStudents who participate in freshman
seminars and first-year experiences tend toseminars and first-year experiences tend to
persist to the sophomore year.”persist to the sophomore year.”
12. 1212
Literature reviewLiterature review
Tinto’s Theory of Student DepartureTinto’s Theory of Student Departure
The “failure to negotiate the rites of passage”The “failure to negotiate the rites of passage”
(Cited in Braxton, Elkin, & James, 2000, p. 251)(Cited in Braxton, Elkin, & James, 2000, p. 251)
Unsuccessful negotiation:Unsuccessful negotiation: the individual failsthe individual fails
to become integrated into the intellectual and/orto become integrated into the intellectual and/or
social structure of the institution (Boyle, 1989)social structure of the institution (Boyle, 1989)
13. 1313
Literature reviewLiterature review
Tinto (1993) states students must go throughTinto (1993) states students must go through
Three stages as they enter college:Three stages as they enter college:
SeparationSeparation -occurs prior to and at the outset of the
college experience in both the academic and social
system. Students must separate themselves from
membership in communities of the past, such as family,
friends, high school, and local areas of residence.
Transition –Students must pass through or transition
themselves into the social environment.
Incorporation –The process of student persistence
Students is similar to becoming incorporated into the life
of human communities. This stage ultimately influences
the student departure decision
14. 1414
LITERATURE REVIEWLITERATURE REVIEW
Astin’s Theory of Student Involvement
First PostulateFirst Postulate::
The amount of physical and psychologicalThe amount of physical and psychological
energy that the student devotes to theenergy that the student devotes to the
academic experience (Astin, 1984).academic experience (Astin, 1984).
Refers to what the student actually does,Refers to what the student actually does,
rather than he student’s feelings orrather than he student’s feelings or
thoughts.thoughts.
15. 1515
Literature reviewLiterature review
Second PostulateSecond Postulate
Involvement occurs along a continuumInvolvement occurs along a continuum
Different students manifest different degrees ofDifferent students manifest different degrees of
involvement in a given objectinvolvement in a given object
Third PostulateThird Postulate
Involvement has both qualitative (whether theInvolvement has both qualitative (whether the
student reviews and comprehends readingstudent reviews and comprehends reading
assignments, or stares at books) andassignments, or stares at books) and
quantitative features (how many hours thequantitative features (how many hours the
student spends studying).student spends studying).
16. 1616
Literature reviewLiterature review
Fourth Postulate:Fourth Postulate:
The amount of student learning and personalThe amount of student learning and personal
development associated with any educationaldevelopment associated with any educational
program is directly proportionalprogram is directly proportional
Fifth PostulateFifth Postulate
The effectiveness of any educational policy orThe effectiveness of any educational policy or
practice is directly related to the capacity of thatpractice is directly related to the capacity of that
policy or practice to increase studentpolicy or practice to increase student
involvementinvolvement
(Astin, 1984)(Astin, 1984)
17. 1717
Literature review
Student AttributesStudent Attributes
AffectingAffecting
PersistencePersistence
NontraditionalNontraditional
StudentsStudents
First GenerationFirst Generation
StudentsStudents
GenderGender
Full-time/Part-timeFull-time/Part-time
StudentsStudents
Race/EthnicityRace/Ethnicity
Takes 12 orTakes 12 or
More hoursMore hours
Takes less thanTakes less than
12 hours12 hours
More womenMore women
attendingattending
CollegeCollege
than menthan men
25 Years25 Years
or olderor older
First in familyFirst in family
To attendTo attend
collegecollege
46% of total46% of total
Student populationStudent population
Will be students ofWill be students of
colorcolor
18. 1818
Literature reviewLiterature review
Review of EmpiricalReview of Empirical
LiteratureLiterature
Astin’s (1993) 4-yearAstin’s (1993) 4-year
longitudinal study found thelongitudinal study found the
only variable that hadonly variable that had
positive effects on studentpositive effects on student
outcome was a “true coreoutcome was a “true core
curriculum” where studentscurriculum” where students
took the same courses.took the same courses.
Findings indicated thatFindings indicated that
particular courses whichparticular courses which
included different generalincluded different general
education courses had noeducation courses had no
significant effect on a widesignificant effect on a wide
range of educationalrange of educational
outcomes.outcomes.
College experienceCollege experience
variable having the mostvariable having the most
significant impact onsignificant impact on
students’ educationalstudents’ educational
development was thedevelopment was the
frequency offrequency of student-student-
studentstudent andand student-student-
faculty interaction.faculty interaction.
(Astin, 1993).(Astin, 1993).
19. 1919
Literature reviewLiterature review
Review of EmpiricalReview of Empirical
LiteratureLiterature
Effective academicEffective academic
advising is anadvising is an
important institutionalimportant institutional
factor influencingfactor influencing
student retentionstudent retention
(Beal & Noel, 1980;(Beal & Noel, 1980;
Tinto, 2002).Tinto, 2002).
High quality advisingHigh quality advising
had significant buthad significant but
indirect effect onindirect effect on
retention throughretention through
increased studentincreased student
satisfaction, highersatisfaction, higher
GPAs, and aGPAs, and a
decreased intent todecreased intent to
leave.leave.
(Metzer, 1989).(Metzer, 1989).
20. 2020
Literature reviewLiterature review
Review of Empirical LiteratureReview of Empirical Literature
Mohr, Eiche, and Sedlaeck (1989) found students’Mohr, Eiche, and Sedlaeck (1989) found students’
negative perceptions of advising and teaching tonegative perceptions of advising and teaching to
significant predictors of dropout among college students.significant predictors of dropout among college students.
Direct impact of receiving aid toward a bachelor’s degreeDirect impact of receiving aid toward a bachelor’s degree
is marginal. When financial aid and work-study isis marginal. When financial aid and work-study is
combined with grant-aid, it has a positive and direct andcombined with grant-aid, it has a positive and direct and
positive impact on persistence (Perna, 1998) .positive impact on persistence (Perna, 1998) .
Cabrea, Nora, and Castaneda (1992) found that havingCabrea, Nora, and Castaneda (1992) found that having
financial aid helps students fit into the academic andfinancial aid helps students fit into the academic and
social setting of the institution, thus influencing students’social setting of the institution, thus influencing students’
commitment to stay in college.commitment to stay in college.
21. 2121
Literature review
First-YearFirst-Year
ExperiencesExperiences
Freshman
Orientation
Primary Purpose ofPrimary Purpose of
Orientation:Orientation:
To ease the transition toTo ease the transition to
college and to the componentscollege and to the components
of the environmentof the environment
Give them informationGive them information
necessary to explore thenecessary to explore the
environment and discover howenvironment and discover how
it can meet their needsit can meet their needs
(Titley, 1985)(Titley, 1985)
Orientation programs prior toOrientation programs prior to
enrolling and during the first yearenrolling and during the first year
of college, prepares students,of college, prepares students,
meets their needs for adjustmentmeets their needs for adjustment
to college life (Brophy, 1984)to college life (Brophy, 1984)
Retention rates of studentsRetention rates of students
enrolled in an orientation course isenrolled in an orientation course is
higher than for students who dohigher than for students who do
not enroll in the course.not enroll in the course.
Dropout rates for freshmanDropout rates for freshman
seminar participants wereseminar participants were
significantly lower than non-significantly lower than non-
participantsparticipants
(Shanley & Witten, 1990; Cone,(Shanley & Witten, 1990; Cone,
1991)1991)
22. 2222
Literature reviewLiterature reviewFirst Year Experiences
Freshman SeminarsFreshman Seminars
Major Purpose:Major Purpose: To connect studentsTo connect students
to the institution, its keyto the institution, its key
educational agents, supporteducational agents, support
services, and co-curricularservices, and co-curricular
opportunities.opportunities.
First introduced by John GardnerFirst introduced by John Gardner
(1989) at the University of South(1989) at the University of South
Carolina as “University 101”Carolina as “University 101”
Gardner’ study found thatGardner’ study found that
students who participated in first-students who participated in first-
year seminars tended to persist toyear seminars tended to persist to
their sophomore year in college;their sophomore year in college;
There were differences noted inThere were differences noted in
students who did not participate instudents who did not participate in
first-year seminars.first-year seminars.
Most cited goals of first-Most cited goals of first-
year seminars are toyear seminars are to
increase student use ofincrease student use of
campus resources andcampus resources and
facilities.facilities.
(Barefoot & Fidler, 1996).(Barefoot & Fidler, 1996).
Dropout rates forDropout rates for
freshman seminarfreshman seminar
participants wereparticipants were
significantly lower thansignificantly lower than
non-participants.non-participants.
(Shanley & Witten, 1990;(Shanley & Witten, 1990;
Cone, 1991).Cone, 1991).
23. 2323
LITERATURE REVIEWLITERATURE REVIEW
4-Year Private Colleges4-Year Private Colleges
and Universitiesand Universities
Attrition is attributedAttrition is attributed
more to studentmore to student
characteristics thancharacteristics than
they are tothey are to
institutionalinstitutional
characteristicscharacteristics
(Habley & McClanahan,(Habley & McClanahan,
2004)2004)
StudentStudent
CharacteristicsCharacteristics
Amount ofAmount of
FinancialFinancial
AidAid
availableavailable
StudentStudent
InstitutionInstitution
FitFit
SocialSocial
EnvironmentEnvironment
24. 2424
LITERATURE REVIEWLITERATURE REVIEW
4-Year Private Colleges4-Year Private Colleges
and Universitiesand Universities
Retention PracticesRetention Practices
responsible for theresponsible for the
greatest contribution togreatest contribution to
persistencepersistence
(Habley & McClanahan,(Habley & McClanahan,
2004)2004)
RetentionRetention
PracticesPractices
First-yearFirst-year
ProgramsPrograms
FreshmanFreshman
SeminarsSeminars
UniversityUniversity
101101
CreditCredit
OrOr
noncreditnoncredit
25. 2525
Literature reviewLiterature review
4-Year Private Colleges4-Year Private Colleges
and Universitiesand Universities
Retention Practices thatRetention Practices that
had the greatesthad the greatest
impactimpact
(Habley & McClanahan,(Habley & McClanahan,
2004)2004)
FreshmanFreshman
Seminar/UniversitySeminar/University
101101
16%16%
AdvisingAdvising
InterventionsInterventions
16.2%16.2%
InternshipsInternships
13.5%13.5%
Integration ofIntegration of
AcademicAcademic
Advising withAdvising with
First-yearFirst-year
ProgramsPrograms
12.7%12.7%
Pre-enrollmentPre-enrollment
OrientationOrientation
26. 2626
Literature reviewLiterature review
4-Year Private Colleges and Universities
69% of full-time freshman at private for-profit69% of full-time freshman at private for-profit
two year colleges return for the sophomore yeartwo year colleges return for the sophomore year
Most recent estimate (2008).Most recent estimate (2008).
79% of full-time freshmen at private not for-profit79% of full-time freshmen at private not for-profit
four-year colleges return for the sophomore yearfour-year colleges return for the sophomore year
(2008).(2008).
No change from 2007-2008.No change from 2007-2008.
(College Board Advocacy Center, 2008)(College Board Advocacy Center, 2008)
27. 2727
LITERATURE REVIEWLITERATURE REVIEW
Retention rates depict a complex interactionRetention rates depict a complex interaction
between both the characteristics of a school andbetween both the characteristics of a school and
the students attending school (Bean, 1990).the students attending school (Bean, 1990).
Retention rates change as the demographics,Retention rates change as the demographics,
student experiences, academic, social andstudent experiences, academic, social and
psychological changes occur (Bean, 1990).psychological changes occur (Bean, 1990).
28. 2828
LITERATURE REVIEWLITERATURE REVIEW
Retention rates are as individual as theRetention rates are as individual as the
institutions themselves (Bean, 1990).institutions themselves (Bean, 1990).
Retention and persistence studies oftenRetention and persistence studies often
examine one institution and should not beexamine one institution and should not be
generalized to a larger population (Bean,generalized to a larger population (Bean,
1990).1990).
29. 2929
Literature reviewLiterature review
It is important to know the student’s goalIt is important to know the student’s goal
before retention can effectively be measuredbefore retention can effectively be measured
(Bean, 1990).(Bean, 1990).
33. 3333
methodologymethodology
ParticipantsParticipants
Sophomore studentsSophomore students
George Fox UniversityGeorge Fox University
DemographicDemographic
informationinformation
AgeAge
GenderGender
Race/EthnicityRace/Ethnicity
Attendance StatusAttendance Status
Attendance Status inAttendance Status in
FamilyFamily
Freshman seminarFreshman seminar
36. 3636
DATA ANALYSISDATA ANALYSIS
Research QuestionResearch Question
““What are theWhat are the
correlation ofcorrelation of
Freshman SeminarsFreshman Seminars
and First-Yearand First-Year
Programs on StudentPrograms on Student
Retention?”Retention?”
Research HypothesisResearch Hypothesis
““Students whoStudents who
participate inparticipate in
Freshman SeminarsFreshman Seminars
and First-Yearand First-Year
programs tend toprograms tend to
persist to thepersist to the
sophomore year”sophomore year”