Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Williams, Monica National Focus On Postmodernism In Higher EducationWilliam Kritsonis
Postmodernism in higher education is a widely debated issue. Critics argue that postmodernism breeds an unruliness of knowledge in higher education. Some academics choose to educate students through prescription rather than innovating classroom delivery and incorporating postmodernism.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
This study examined international student enrollment data from 2001, 2005, and 2011 at U.S. 4-year institutions to identify trends over the past decade. The study found that while overall international enrollments increased, the U.S. market share declined relative to increased global competition. Additionally, graduate enrollments remained higher than undergraduate enrollments, but undergraduate enrollments saw larger growth. Understanding enrollment trends can help institutions effectively strategize international recruitment efforts amid changing global conditions.
The document summarizes research on the challenges faced by college students requiring remediation and the role of service learning in retention. It finds that students requiring remediation have lower graduation rates and face difficulties with peer relationships and integration into college. The author proposes a quantitative study to measure the correlation between incorporating service learning into remedial courses and retention rates over three years at Illinois public universities, excluding a highly selective institution. A literature review presented discusses theories of student retention and the benefits of experiential and engaged learning for students through service learning.
The document provides summaries of several research reports and publications from ACT, including:
1) A report examining a more holistic view of college and career readiness that focuses on both core academics and noncognitive skills.
2) A review of the 2014 graduating class in the context of STEM fields to determine student interest and readiness in math and science.
3) A highlight of the college and career readiness of the 2014 ACT-tested graduating class, which is updated annually.
4) A report identifying the enrollment status and migration patterns of 2013 ACT-tested graduates attending two-year and four-year colleges.
This document discusses a proposed study to examine the effectiveness of the International Baccalaureate (IB) program in preparing students for postsecondary education. The abstract indicates the study will compare GPA, dropout rates, and time to degree completion between IB and non-IB students. The introduction provides background on the growth of alternative education programs like IB and AP in the US. It notes research showing IB students have higher university acceptance rates but lacks research on their performance in college. The literature review summarizes previous research finding improved academic achievement and preparedness for IB students.
This is a Trident University course (MAE524), Module 1 Case. The essay explores barriers that confront adult learners as they strive to improve education deficiencies. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Williams, Monica National Focus On Postmodernism In Higher EducationWilliam Kritsonis
Postmodernism in higher education is a widely debated issue. Critics argue that postmodernism breeds an unruliness of knowledge in higher education. Some academics choose to educate students through prescription rather than innovating classroom delivery and incorporating postmodernism.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
This study examined international student enrollment data from 2001, 2005, and 2011 at U.S. 4-year institutions to identify trends over the past decade. The study found that while overall international enrollments increased, the U.S. market share declined relative to increased global competition. Additionally, graduate enrollments remained higher than undergraduate enrollments, but undergraduate enrollments saw larger growth. Understanding enrollment trends can help institutions effectively strategize international recruitment efforts amid changing global conditions.
The document summarizes research on the challenges faced by college students requiring remediation and the role of service learning in retention. It finds that students requiring remediation have lower graduation rates and face difficulties with peer relationships and integration into college. The author proposes a quantitative study to measure the correlation between incorporating service learning into remedial courses and retention rates over three years at Illinois public universities, excluding a highly selective institution. A literature review presented discusses theories of student retention and the benefits of experiential and engaged learning for students through service learning.
The document provides summaries of several research reports and publications from ACT, including:
1) A report examining a more holistic view of college and career readiness that focuses on both core academics and noncognitive skills.
2) A review of the 2014 graduating class in the context of STEM fields to determine student interest and readiness in math and science.
3) A highlight of the college and career readiness of the 2014 ACT-tested graduating class, which is updated annually.
4) A report identifying the enrollment status and migration patterns of 2013 ACT-tested graduates attending two-year and four-year colleges.
This document discusses a proposed study to examine the effectiveness of the International Baccalaureate (IB) program in preparing students for postsecondary education. The abstract indicates the study will compare GPA, dropout rates, and time to degree completion between IB and non-IB students. The introduction provides background on the growth of alternative education programs like IB and AP in the US. It notes research showing IB students have higher university acceptance rates but lacks research on their performance in college. The literature review summarizes previous research finding improved academic achievement and preparedness for IB students.
This is a Trident University course (MAE524), Module 1 Case. The essay explores barriers that confront adult learners as they strive to improve education deficiencies. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
A comparative study of completion challenges facing regular and parallel degr...Alexander Decker
This document summarizes a study that compared completion challenges facing regular and parallel degree students at Egerton University constituent colleges in Kenya. The study found that fewer parallel degree students received loans from HELB compared to regular students. Parallel students also had less access to morning/evening lectures, co-curricular activities, and course selection. They faced challenges accessing lecture halls, deans, lecturers, and libraries, impacting their completion rates compared to regular students. The study used questionnaires and documentation to examine the effect of financial challenges, access to teaching/learning resources, and student welfare on retention and completion rates.
Staying in College: Student services and Freshman RetentionDawn Follin
This document summarizes a study that examined the relationship between freshman retention and student services at three private historically black colleges and universities (HBCUs). Over 1,000 freshmen at these HBCUs were surveyed about their perceptions of enrollment management, financial assistance, residence life, extracurricular activities, counseling services, and academic support services. The findings provide empirical support that students' perceptions of the quality and availability of these services are significantly related to freshman retention. Improving student services may help HBCUs address retention problems.
The document discusses trends in global student mobility from an undergraduate perspective. It notes that Chinese and Saudi Arabian students are growing markets that are more likely to be fully funded at undergraduate levels. The US market has been driven by undergraduates in business disciplines and students following intensive English programs. Younger students are more influenced by social media and require more support services. There is no single solution for sustainable enrollment growth but implementing holistic strategies around technology, partnerships, and research can help make recruitment more responsive.
Assessing the costs of public higher education in the commonwealth of virgini...Robert M. Davis, MPA
Part 4 in a series of whitepaper research examining the costs of public higher education in the Commonwealth of Virginia. Loan borrowing has become the means in which to cope which costs increases. Loan borrowing may be one of the primary options available to finance the costs of higher education, there are risks associated with this option; recent research identifies that those risks may be growing.
Robinson, petra enhancing faculty diveristy focus v7 n1 2013William Kritsonis
This document discusses enhancing faculty diversity at community colleges. It argues that increasing the racial/ethnic diversity of community college faculty can help advance completion rates. Community colleges are focusing on completion as a national priority. Faculty professional development is important, but efforts are lacking in diversifying faculty. Doing so has benefits like providing role models for diverse students and enriching the educational experience. The document outlines strategies for recruiting, retaining, and developing faculty of color at community colleges.
Taxonomy of Research on At-Risk StudentsJohn Charles
This document provides a summary of research on at-risk students in higher education. It begins by defining at-risk students as those who face dangers of attrition due to academic, pedagogical, or non-academic risk factors. The document then reviews literature on at-risk students and identifies three main categories of risk factors: 1) academic, 2) socio-economic, and 3) emotional/psychological. It aims to develop a taxonomy of at-risk students by examining these risk factors in depth and identifying ways to improve support for such students.
This document provides a review of credit-based transition programs that allow high school students to take college courses and earn college credit. It discusses the rationales for using these programs to promote college access and success for a wide range of students, not just traditional high-achieving students. The key rationales discussed are: 1) exposing students earlier to rigorous college-level coursework to better prepare them, 2) providing realistic information about college skills and expectations, and 3) increasing motivation through high expectations. The document then categorizes different types of transition programs and reviews evidence on their effectiveness.
The document discusses the evolution of liberal arts colleges. It notes that while a liberal arts education aims to develop broad skills and knowledge, liberal arts colleges have faced challenges in recent decades due to rising costs, competition from other institutions, and students' focus on post-graduation careers. As a result, some liberal arts colleges have closed, merged with larger universities, or expanded their academic offerings. However, liberal arts degrees still provide value, with graduates earning competitive salaries. To remain competitive, liberal arts colleges must effectively communicate the benefits of their education to prospective students.
Broucker & Jans (2012)_Boundaries_associated_with_massification_of_higher_edu...Nathalie Jans
This document discusses the massification of higher education in Flanders (Belgium) and the need for improved student orientation. It notes that while higher education enrollment is increasing, success rates for first-generation students are declining. This suggests the system has reached its limits with mass enrollment. The document examines factors influencing students' decision making and the need to better match students' abilities and interests with their chosen fields of study. It analyzes different European admission policies and argues that improved orientation could help students in Flanders make choices aligned with their capabilities.
This document discusses the shortcomings of traditional remedial assessment and placement in college. It argues that viewing readiness as a dichotomy of remedial vs college-ready is flawed. Instead, it proposes a comprehensive readiness model that assesses students across four dimensions of readiness to varying degrees. This model would provide a richer dataset to guide students and help colleges match interventions to support success. However, implementing this solution faces challenges for colleges to change policies and programs.
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags national averages on some transfer indicators. Improving transfer is important to meet the state's workforce needs and help low-income, adult, and minority students attain degrees. The document recommends strategies like statewide transfer pathways, universal course numbering, and improved data sharing to create a more seamless transfer process.
This document discusses student mobility programs at Unidad Profesional Interdisciplinaria De Ingeniería Campus Guanajuato (UPIIG-IPN). It finds that the most popular programs for outgoing international student mobility are aeronautics and biotechnology, while national mobility numbers are very low. A survey of UPIIG students who participated in mobility programs identified benefits like cultural exposure but also challenges like financial costs and difficulties with credit transfers. The document concludes there is opportunity to increase UPIIG's mobility rates given they currently represent only 0.3% of enrolled students, below the national average.
This document discusses the impact of high-stakes testing on English Language Learners (ELLs) in major urban high schools in Texas. It analyzes issues and challenges faced by ELLs under standardized testing policies. Quantitative data will be gathered from 10 high schools, and qualitative data from an online questionnaire on respondents' views of how standardized tests impact ELLs. Both positive and negative consequences, or "washback effects", of assessments on ELLs and other stakeholders will be examined.
Complimentary Research Resource: Fear of Student Loan Debt & Enrollment Impac...Ardeo Education Solutions
WeWe know the challenges you face as an enrollment professional are many and varied. We also know that communicating the complex realities of enrollment environments to peers on your campus, presidents, trustees, and committees can be one of them.
To aid you in painting a more complete picture, we’ve assembled and curated 38 data points covering research from 17 unique, trusted enrollment research sources into one easy to read, sharable document.
know the challenges you face as an enrollment professional are many and varied. We also know that communicating the complex realities of enrollment environments to peers on your campus, presidents, trustees, and committees can be one of them.
To aid you in painting a more complete picture, we’ve assembled and curated 38 data points covering research from 17 unique, trusted enrollment research sources into one easy to read, sharable document.
Hemmer, lynn a cross case state analysis ijobe v2 n1 2014William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Bridges to Nowhere - How Institutions Assume Responsibility for their GraduatesHobsons
Todd Bloom, chief academic officer at Hobsons, provides best practices schools and post-secondary institutions can implement in bridge programs to ease the transition for students between high school and college and beyond.
Clark, tampa a comparison of retention rates focus v6 n1 2012[posted]William Kritsonis
This study examined retention rates of first-time students at 2-year public, private nonprofit (independent), and private for-profit (proprietary) institutions using data from the Integrated Postsecondary Education Data System. The study found that private 2-year institutions, whether proprietary or independent, had higher retention rates for first-time full-time students than public institutions. Full-time students at all types of 2-year institutions were retained at higher rates than part-time students. The study aimed to determine if there were statistically significant differences in retention rates between the categories of institutions.
Running Head EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1EV.docxtodd271
Running Head: EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1
EVOLVING NEEDS OF COMMUNITY COLLEGE SUDENTS5
Evolving needs of Community College Students
Students Name
Institutional Affiliation
Evolving Needs of Community College Students
Historical Background
Community colleges were initially not distinctly identified on their own. Until the Clinton reforms of community colleges in the 1980s, community colleges were no different from junior colleges. The programs and organizational culture were not as developed, and the student needs were rarely attended to in the diverse way that they are today (Gavazzi et al., 2018). Students were assumed to be homogenous, with either a low economic background or substantially flat academic prowess. After the recognition and reinstatement as accredited institutions of merit, community college missions changed and became more student-centered.
The core programs were initially only vocational and for transfer to university purposes. Developmental education was not adequately developed, yet it contributed in a massive way to student retention and the student's ability to finish the program and progress to higher education. Community colleges have been very rigid in their approach to learning, governance, and even administration (Beach, 2011). Most of the changes that occur do not affect the entire institution but are marginalized to transform only a select few. These changes either influence a certain courses based on profitability or the trends in the business world, but rarely extend to other programs within the colleges.
Fiscal policies in community colleges are primarily dependent on the federal government because community college facilities are supposed to encourage the most economically disadvantaged. Tuition is very low compared to the capacity building needed to run the institutions, and the result is that the community colleges suffer from an ultimate shortage in the facility and consolidated programs that undermine the skill sets offered to the students (O'Banion, 2019). Traditionally this has been crippling the system’s ability to change the approach in which the curriculum, administration and governance is run.It creates a shortage of staff for capacity building purposes and an overall decline in the quality of education offered within the institution.
Current issues
Current issues relating to students' evolving needs include student performances that have been diverse depending on factors such as program choice. Programs in health sciences, for instance, have seen a very consistent high-performance culture that has been aided by the level of competency that the students in the courses (Fugle & Falk, 2015). About 98 percent of the students in classes such as a physician assistant, physical and occupational therapy, radiologic technicians, and nursing assistance have seen a very high return on investment in terms of their absorption into the workforce or their progression into b.
Institutional Retention Strategies at Historically Black Colleges and Univers...Dawn Follin
This document summarizes a study examining the effects of institutional spending and resource allocation on cohort default rates at Historically Black Colleges and Universities (HBCUs).
The study was motivated by the fact that HBCUs have much higher cohort default rates than average, putting some at risk of losing federal student aid eligibility. It analyzes factors associated with reducing default rates at HBCUs that have been successful, hoping to identify practices that could help other HBCUs.
The study uses a conceptual framework focusing on student retention to identify factors potentially related to default rate reductions. It analyzes spending in areas like instruction, academic support, and student services to determine which are most closely correlated with lower default rates. The
Module OverviewLiberal and Market Models of Higher Education .docxaudeleypearl
Module Overview:
Liberal and Market Models of Higher Education Policy
Module Five focuses on two states, California and Minnesota, as the complexities of higher education policy are examined and the variety of political, social, economic, and environmental factors contributing to the ways in which policies are developed are discussed. These policies, in turn, deeply impact the higher education systems within both states, with a particularly strong influence on funding models for colleges and universities.
Higher Education Policy in California
The California Master Plan for Higher Education guided the development of three campus systems in California: the University of California (UC), California State University (CSU), and California Community Colleges systems (St. John, Daun-Barnett, & Moronski-Chapman, 2013). Nearly four out of five college students in California attend one of the three public education systems and three out of every four bachelor degrees awarded annually are from either the UC or CSU systems (Johnson, 2014). Yet, the state is facing somewhat of an education crisis and Johnson projects a shortfall of one million college graduates by 2025.
In recent years, the historic California model has broken down as the systems have been negatively impacted by the state’s fiscal woes. While colleges and universities have responded to funding cuts by reducing expenses, including cutting administrative costs and hiring more non-tenure track faculty, declines in state support have forced the UC system to increase tuition fees by 50% in three years while CSU fees have increase by 47% in the same period (Johnson, Cook, Murphy, and Weston, 2014). Students are increasingly becoming indebted in order to accomplish their educational goals in California; the average loan amounts among students have risen 36% between 2005 and 2010 (a figure adjusted for inflation) (Johnson, 2014). Hoping to save expenses, many students begin their college educations at California community colleges, which have become so overcrowded that in 2012, 137,000 students could not enroll into at least one class that they needed and community colleges resorted to “rationing” courses (Dellner, 2012). This evidence suggests new changes are needed in the California state system to support students at all levels of enrollment.
In part, California’s steady decreases in higher education funding are a consequence of a need to fund other state services; for example, Johnson (2012) notes that from 2002 to 2012, state expenditures for higher education fell by close to 10% whereas expenditures for corrections and rehabilitation increased by 26%. Historical trends suggest that the state’s priorities began shifting from higher education toward corrections since the 1970s, even though the majority of Californians (68%) opposed spending cuts in higher education to reduce state budget deficits and 62% supported spending cuts in corrections to balance state budgets (Baldassare, Bonner, Pet.
Module OverviewLiberal and Market Models of Higher Education AlyciaGold776
Module Overview:
Liberal and Market Models of Higher Education Policy
Module Five focuses on two states, California and Minnesota, as the complexities of higher education policy are examined and the variety of political, social, economic, and environmental factors contributing to the ways in which policies are developed are discussed. These policies, in turn, deeply impact the higher education systems within both states, with a particularly strong influence on funding models for colleges and universities.
Higher Education Policy in California
The California Master Plan for Higher Education guided the development of three campus systems in California: the University of California (UC), California State University (CSU), and California Community Colleges systems (St. John, Daun-Barnett, & Moronski-Chapman, 2013). Nearly four out of five college students in California attend one of the three public education systems and three out of every four bachelor degrees awarded annually are from either the UC or CSU systems (Johnson, 2014). Yet, the state is facing somewhat of an education crisis and Johnson projects a shortfall of one million college graduates by 2025.
In recent years, the historic California model has broken down as the systems have been negatively impacted by the state’s fiscal woes. While colleges and universities have responded to funding cuts by reducing expenses, including cutting administrative costs and hiring more non-tenure track faculty, declines in state support have forced the UC system to increase tuition fees by 50% in three years while CSU fees have increase by 47% in the same period (Johnson, Cook, Murphy, and Weston, 2014). Students are increasingly becoming indebted in order to accomplish their educational goals in California; the average loan amounts among students have risen 36% between 2005 and 2010 (a figure adjusted for inflation) (Johnson, 2014). Hoping to save expenses, many students begin their college educations at California community colleges, which have become so overcrowded that in 2012, 137,000 students could not enroll into at least one class that they needed and community colleges resorted to “rationing” courses (Dellner, 2012). This evidence suggests new changes are needed in the California state system to support students at all levels of enrollment.
In part, California’s steady decreases in higher education funding are a consequence of a need to fund other state services; for example, Johnson (2012) notes that from 2002 to 2012, state expenditures for higher education fell by close to 10% whereas expenditures for corrections and rehabilitation increased by 26%. Historical trends suggest that the state’s priorities began shifting from higher education toward corrections since the 1970s, even though the majority of Californians (68%) opposed spending cuts in higher education to reduce state budget deficits and 62% supported spending cuts in corrections to balance state budgets (Baldassare, Bonner, Pet ...
The Impact of Open Educational Resources on Various Student Success MetricsSidharthS28
This study examined the impact of open educational resources (OER) on student success metrics using data from 21,822 students enrolled in eight large enrollment courses at a public university. The courses switched from using traditional textbooks to using free OER textbooks. The results showed:
1) Students performed better in courses using OER textbooks, with higher end-of-course grades and lower "DFW" (grades of D, F, or withdrawal) rates.
2) Pell grant recipients, part-time students, and other historically underserved groups saw even greater improvements in grades and greater reductions in DFW rates when OER textbooks were used.
3) OER textbooks helped address challenges related to student
A comparative study of completion challenges facing regular and parallel degr...Alexander Decker
This document summarizes a study that compared completion challenges facing regular and parallel degree students at Egerton University constituent colleges in Kenya. The study found that fewer parallel degree students received loans from HELB compared to regular students. Parallel students also had less access to morning/evening lectures, co-curricular activities, and course selection. They faced challenges accessing lecture halls, deans, lecturers, and libraries, impacting their completion rates compared to regular students. The study used questionnaires and documentation to examine the effect of financial challenges, access to teaching/learning resources, and student welfare on retention and completion rates.
Staying in College: Student services and Freshman RetentionDawn Follin
This document summarizes a study that examined the relationship between freshman retention and student services at three private historically black colleges and universities (HBCUs). Over 1,000 freshmen at these HBCUs were surveyed about their perceptions of enrollment management, financial assistance, residence life, extracurricular activities, counseling services, and academic support services. The findings provide empirical support that students' perceptions of the quality and availability of these services are significantly related to freshman retention. Improving student services may help HBCUs address retention problems.
The document discusses trends in global student mobility from an undergraduate perspective. It notes that Chinese and Saudi Arabian students are growing markets that are more likely to be fully funded at undergraduate levels. The US market has been driven by undergraduates in business disciplines and students following intensive English programs. Younger students are more influenced by social media and require more support services. There is no single solution for sustainable enrollment growth but implementing holistic strategies around technology, partnerships, and research can help make recruitment more responsive.
Assessing the costs of public higher education in the commonwealth of virgini...Robert M. Davis, MPA
Part 4 in a series of whitepaper research examining the costs of public higher education in the Commonwealth of Virginia. Loan borrowing has become the means in which to cope which costs increases. Loan borrowing may be one of the primary options available to finance the costs of higher education, there are risks associated with this option; recent research identifies that those risks may be growing.
Robinson, petra enhancing faculty diveristy focus v7 n1 2013William Kritsonis
This document discusses enhancing faculty diversity at community colleges. It argues that increasing the racial/ethnic diversity of community college faculty can help advance completion rates. Community colleges are focusing on completion as a national priority. Faculty professional development is important, but efforts are lacking in diversifying faculty. Doing so has benefits like providing role models for diverse students and enriching the educational experience. The document outlines strategies for recruiting, retaining, and developing faculty of color at community colleges.
Taxonomy of Research on At-Risk StudentsJohn Charles
This document provides a summary of research on at-risk students in higher education. It begins by defining at-risk students as those who face dangers of attrition due to academic, pedagogical, or non-academic risk factors. The document then reviews literature on at-risk students and identifies three main categories of risk factors: 1) academic, 2) socio-economic, and 3) emotional/psychological. It aims to develop a taxonomy of at-risk students by examining these risk factors in depth and identifying ways to improve support for such students.
This document provides a review of credit-based transition programs that allow high school students to take college courses and earn college credit. It discusses the rationales for using these programs to promote college access and success for a wide range of students, not just traditional high-achieving students. The key rationales discussed are: 1) exposing students earlier to rigorous college-level coursework to better prepare them, 2) providing realistic information about college skills and expectations, and 3) increasing motivation through high expectations. The document then categorizes different types of transition programs and reviews evidence on their effectiveness.
The document discusses the evolution of liberal arts colleges. It notes that while a liberal arts education aims to develop broad skills and knowledge, liberal arts colleges have faced challenges in recent decades due to rising costs, competition from other institutions, and students' focus on post-graduation careers. As a result, some liberal arts colleges have closed, merged with larger universities, or expanded their academic offerings. However, liberal arts degrees still provide value, with graduates earning competitive salaries. To remain competitive, liberal arts colleges must effectively communicate the benefits of their education to prospective students.
Broucker & Jans (2012)_Boundaries_associated_with_massification_of_higher_edu...Nathalie Jans
This document discusses the massification of higher education in Flanders (Belgium) and the need for improved student orientation. It notes that while higher education enrollment is increasing, success rates for first-generation students are declining. This suggests the system has reached its limits with mass enrollment. The document examines factors influencing students' decision making and the need to better match students' abilities and interests with their chosen fields of study. It analyzes different European admission policies and argues that improved orientation could help students in Flanders make choices aligned with their capabilities.
This document discusses the shortcomings of traditional remedial assessment and placement in college. It argues that viewing readiness as a dichotomy of remedial vs college-ready is flawed. Instead, it proposes a comprehensive readiness model that assesses students across four dimensions of readiness to varying degrees. This model would provide a richer dataset to guide students and help colleges match interventions to support success. However, implementing this solution faces challenges for colleges to change policies and programs.
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags national averages on some transfer indicators. Improving transfer is important to meet the state's workforce needs and help low-income, adult, and minority students attain degrees. The document recommends strategies like statewide transfer pathways, universal course numbering, and improved data sharing to create a more seamless transfer process.
This document discusses student mobility programs at Unidad Profesional Interdisciplinaria De Ingeniería Campus Guanajuato (UPIIG-IPN). It finds that the most popular programs for outgoing international student mobility are aeronautics and biotechnology, while national mobility numbers are very low. A survey of UPIIG students who participated in mobility programs identified benefits like cultural exposure but also challenges like financial costs and difficulties with credit transfers. The document concludes there is opportunity to increase UPIIG's mobility rates given they currently represent only 0.3% of enrolled students, below the national average.
This document discusses the impact of high-stakes testing on English Language Learners (ELLs) in major urban high schools in Texas. It analyzes issues and challenges faced by ELLs under standardized testing policies. Quantitative data will be gathered from 10 high schools, and qualitative data from an online questionnaire on respondents' views of how standardized tests impact ELLs. Both positive and negative consequences, or "washback effects", of assessments on ELLs and other stakeholders will be examined.
Complimentary Research Resource: Fear of Student Loan Debt & Enrollment Impac...Ardeo Education Solutions
WeWe know the challenges you face as an enrollment professional are many and varied. We also know that communicating the complex realities of enrollment environments to peers on your campus, presidents, trustees, and committees can be one of them.
To aid you in painting a more complete picture, we’ve assembled and curated 38 data points covering research from 17 unique, trusted enrollment research sources into one easy to read, sharable document.
know the challenges you face as an enrollment professional are many and varied. We also know that communicating the complex realities of enrollment environments to peers on your campus, presidents, trustees, and committees can be one of them.
To aid you in painting a more complete picture, we’ve assembled and curated 38 data points covering research from 17 unique, trusted enrollment research sources into one easy to read, sharable document.
Hemmer, lynn a cross case state analysis ijobe v2 n1 2014William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Bridges to Nowhere - How Institutions Assume Responsibility for their GraduatesHobsons
Todd Bloom, chief academic officer at Hobsons, provides best practices schools and post-secondary institutions can implement in bridge programs to ease the transition for students between high school and college and beyond.
Clark, tampa a comparison of retention rates focus v6 n1 2012[posted]William Kritsonis
This study examined retention rates of first-time students at 2-year public, private nonprofit (independent), and private for-profit (proprietary) institutions using data from the Integrated Postsecondary Education Data System. The study found that private 2-year institutions, whether proprietary or independent, had higher retention rates for first-time full-time students than public institutions. Full-time students at all types of 2-year institutions were retained at higher rates than part-time students. The study aimed to determine if there were statistically significant differences in retention rates between the categories of institutions.
Running Head EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1EV.docxtodd271
Running Head: EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1
EVOLVING NEEDS OF COMMUNITY COLLEGE SUDENTS5
Evolving needs of Community College Students
Students Name
Institutional Affiliation
Evolving Needs of Community College Students
Historical Background
Community colleges were initially not distinctly identified on their own. Until the Clinton reforms of community colleges in the 1980s, community colleges were no different from junior colleges. The programs and organizational culture were not as developed, and the student needs were rarely attended to in the diverse way that they are today (Gavazzi et al., 2018). Students were assumed to be homogenous, with either a low economic background or substantially flat academic prowess. After the recognition and reinstatement as accredited institutions of merit, community college missions changed and became more student-centered.
The core programs were initially only vocational and for transfer to university purposes. Developmental education was not adequately developed, yet it contributed in a massive way to student retention and the student's ability to finish the program and progress to higher education. Community colleges have been very rigid in their approach to learning, governance, and even administration (Beach, 2011). Most of the changes that occur do not affect the entire institution but are marginalized to transform only a select few. These changes either influence a certain courses based on profitability or the trends in the business world, but rarely extend to other programs within the colleges.
Fiscal policies in community colleges are primarily dependent on the federal government because community college facilities are supposed to encourage the most economically disadvantaged. Tuition is very low compared to the capacity building needed to run the institutions, and the result is that the community colleges suffer from an ultimate shortage in the facility and consolidated programs that undermine the skill sets offered to the students (O'Banion, 2019). Traditionally this has been crippling the system’s ability to change the approach in which the curriculum, administration and governance is run.It creates a shortage of staff for capacity building purposes and an overall decline in the quality of education offered within the institution.
Current issues
Current issues relating to students' evolving needs include student performances that have been diverse depending on factors such as program choice. Programs in health sciences, for instance, have seen a very consistent high-performance culture that has been aided by the level of competency that the students in the courses (Fugle & Falk, 2015). About 98 percent of the students in classes such as a physician assistant, physical and occupational therapy, radiologic technicians, and nursing assistance have seen a very high return on investment in terms of their absorption into the workforce or their progression into b.
Institutional Retention Strategies at Historically Black Colleges and Univers...Dawn Follin
This document summarizes a study examining the effects of institutional spending and resource allocation on cohort default rates at Historically Black Colleges and Universities (HBCUs).
The study was motivated by the fact that HBCUs have much higher cohort default rates than average, putting some at risk of losing federal student aid eligibility. It analyzes factors associated with reducing default rates at HBCUs that have been successful, hoping to identify practices that could help other HBCUs.
The study uses a conceptual framework focusing on student retention to identify factors potentially related to default rate reductions. It analyzes spending in areas like instruction, academic support, and student services to determine which are most closely correlated with lower default rates. The
Module OverviewLiberal and Market Models of Higher Education .docxaudeleypearl
Module Overview:
Liberal and Market Models of Higher Education Policy
Module Five focuses on two states, California and Minnesota, as the complexities of higher education policy are examined and the variety of political, social, economic, and environmental factors contributing to the ways in which policies are developed are discussed. These policies, in turn, deeply impact the higher education systems within both states, with a particularly strong influence on funding models for colleges and universities.
Higher Education Policy in California
The California Master Plan for Higher Education guided the development of three campus systems in California: the University of California (UC), California State University (CSU), and California Community Colleges systems (St. John, Daun-Barnett, & Moronski-Chapman, 2013). Nearly four out of five college students in California attend one of the three public education systems and three out of every four bachelor degrees awarded annually are from either the UC or CSU systems (Johnson, 2014). Yet, the state is facing somewhat of an education crisis and Johnson projects a shortfall of one million college graduates by 2025.
In recent years, the historic California model has broken down as the systems have been negatively impacted by the state’s fiscal woes. While colleges and universities have responded to funding cuts by reducing expenses, including cutting administrative costs and hiring more non-tenure track faculty, declines in state support have forced the UC system to increase tuition fees by 50% in three years while CSU fees have increase by 47% in the same period (Johnson, Cook, Murphy, and Weston, 2014). Students are increasingly becoming indebted in order to accomplish their educational goals in California; the average loan amounts among students have risen 36% between 2005 and 2010 (a figure adjusted for inflation) (Johnson, 2014). Hoping to save expenses, many students begin their college educations at California community colleges, which have become so overcrowded that in 2012, 137,000 students could not enroll into at least one class that they needed and community colleges resorted to “rationing” courses (Dellner, 2012). This evidence suggests new changes are needed in the California state system to support students at all levels of enrollment.
In part, California’s steady decreases in higher education funding are a consequence of a need to fund other state services; for example, Johnson (2012) notes that from 2002 to 2012, state expenditures for higher education fell by close to 10% whereas expenditures for corrections and rehabilitation increased by 26%. Historical trends suggest that the state’s priorities began shifting from higher education toward corrections since the 1970s, even though the majority of Californians (68%) opposed spending cuts in higher education to reduce state budget deficits and 62% supported spending cuts in corrections to balance state budgets (Baldassare, Bonner, Pet.
Module OverviewLiberal and Market Models of Higher Education AlyciaGold776
Module Overview:
Liberal and Market Models of Higher Education Policy
Module Five focuses on two states, California and Minnesota, as the complexities of higher education policy are examined and the variety of political, social, economic, and environmental factors contributing to the ways in which policies are developed are discussed. These policies, in turn, deeply impact the higher education systems within both states, with a particularly strong influence on funding models for colleges and universities.
Higher Education Policy in California
The California Master Plan for Higher Education guided the development of three campus systems in California: the University of California (UC), California State University (CSU), and California Community Colleges systems (St. John, Daun-Barnett, & Moronski-Chapman, 2013). Nearly four out of five college students in California attend one of the three public education systems and three out of every four bachelor degrees awarded annually are from either the UC or CSU systems (Johnson, 2014). Yet, the state is facing somewhat of an education crisis and Johnson projects a shortfall of one million college graduates by 2025.
In recent years, the historic California model has broken down as the systems have been negatively impacted by the state’s fiscal woes. While colleges and universities have responded to funding cuts by reducing expenses, including cutting administrative costs and hiring more non-tenure track faculty, declines in state support have forced the UC system to increase tuition fees by 50% in three years while CSU fees have increase by 47% in the same period (Johnson, Cook, Murphy, and Weston, 2014). Students are increasingly becoming indebted in order to accomplish their educational goals in California; the average loan amounts among students have risen 36% between 2005 and 2010 (a figure adjusted for inflation) (Johnson, 2014). Hoping to save expenses, many students begin their college educations at California community colleges, which have become so overcrowded that in 2012, 137,000 students could not enroll into at least one class that they needed and community colleges resorted to “rationing” courses (Dellner, 2012). This evidence suggests new changes are needed in the California state system to support students at all levels of enrollment.
In part, California’s steady decreases in higher education funding are a consequence of a need to fund other state services; for example, Johnson (2012) notes that from 2002 to 2012, state expenditures for higher education fell by close to 10% whereas expenditures for corrections and rehabilitation increased by 26%. Historical trends suggest that the state’s priorities began shifting from higher education toward corrections since the 1970s, even though the majority of Californians (68%) opposed spending cuts in higher education to reduce state budget deficits and 62% supported spending cuts in corrections to balance state budgets (Baldassare, Bonner, Pet ...
The Impact of Open Educational Resources on Various Student Success MetricsSidharthS28
This study examined the impact of open educational resources (OER) on student success metrics using data from 21,822 students enrolled in eight large enrollment courses at a public university. The courses switched from using traditional textbooks to using free OER textbooks. The results showed:
1) Students performed better in courses using OER textbooks, with higher end-of-course grades and lower "DFW" (grades of D, F, or withdrawal) rates.
2) Pell grant recipients, part-time students, and other historically underserved groups saw even greater improvements in grades and greater reductions in DFW rates when OER textbooks were used.
3) OER textbooks helped address challenges related to student
ACT is launching a multi-year initiative to expand dual enrollment programs across the US. With several national education organizations, ACT will work with federal and state policymakers to ensure all eligible high school students can earn college credit through dual enrollment programs at little to no cost. Research shows dual enrollment can help students complete bachelor's degrees faster by easing the transition to college and reducing costs. ACT's goal is to increase access to high-quality dual enrollment programs based on components like academic rigor, instructor qualifications, and student outcomes.
A One-Stop Approach to Supporting the Nonacademic Needs of Community College ...April Smith
1) Community college students, especially low-income students, face high dropout rates due to both academic and non-academic challenges. Non-academic challenges include financial difficulties, food insecurity, homelessness, and lack of access to social services.
2) Single Stop aims to address this issue through a "one-stop shop" model that connects students to existing social services and benefits through screenings, applications assistance, and referrals. This helps students meet basic needs so they can focus on their studies.
3) By helping students access financial resources, handle other life challenges, and feel supported by their college, Single Stop hopes to increase persistence and completion rates. However, the impact may vary between colleges
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS - www.n...William Kritsonis
This document summarizes a study that examined student perceptions of using the online homework program MyMathLab in a developmental mathematics course. The study utilized surveys with Likert-scale and open-ended questions to understand student comfort with technology, challenges, impact on understanding, and benefits. The results could help instructors and courseware developers better meet student needs. The study was conducted with 149 students enrolled in an Intermediate Algebra course at a Texas university that used MyMathLab for homework assignments.
This document discusses the changing landscape of higher education and the rise of distance learning options. It notes that over 6.7 million students took an online course in 2012, representing about a third of all postsecondary students. Distance learning is becoming more embedded in traditional programs and available as a standalone option. The document discusses how for-profit schools were early adopters of online education and helped drive demand. It also outlines different online and hybrid models that are available today and profiles Penn Foster as an example of an online career focused institution. The document argues that students' options should be framed more broadly than just traditional four-year colleges given the growth of alternatives like community colleges, vocational programs, certificates and apprenticeships.
This document discusses economic success for underserved students through college access. It begins by establishing that education is seen as key to upward mobility, but that underserved students like those from low-income backgrounds face barriers to accessing and completing higher education. The document then provides a history of underserved students in college access, noting gaps remain in the US compared to other countries. It discusses initiatives to help underserved students with college preparation and awareness of financial aid options. The document also examines assessment methods used to evaluate programs supporting underserved students and measures like attendance and course completion that can predict higher education success.
Academic Performance Of Students Who Receive Need-Based Financial AidJim Webb
This document summarizes a research paper that studied the academic performance of students who receive need-based financial aid compared to those who do not. The paper used data from Yavapai Community College to compare the GPAs of full-time students who received need-based financial aid to those who did not over two academic years. The results showed that there was no significant difference in GPA between the groups. This suggests that students who receive need-based financial aid perform academically similarly to students who do not receive such aid.
The Opportunity Scholarship Program (OSP) was a federally-funded school voucher program established in 2003 to provide scholarships for low-income students in Washington D.C. to attend private schools. Multiple studies found mixed or no significant effects of the program on student achievement and public school performance. While some groups saw reading gains, the program did not achieve its goal of widespread improved test scores. Due to the lack of clear benefits, funding was reduced and the program was eventually phased out. A new voucher proposal called SOAR has been introduced, but it faces questions about whether vouchers are really the solution to D.C.'s education problems given OSP's lack of success.
The Opportunity Scholarship Program (OSP) was a federally-funded school voucher program established in 2003 to provide scholarships for low-income students in Washington D.C. to attend private schools. Multiple studies found mixed or no significant effects of the program on student achievement and public school performance. While some groups saw reading gains, the program did not achieve its goal of widespread academic improvement. Due to lack of evidence the program was effective, funding was reduced in 2009 and phased out by 2010. A new voucher proposal called Scholarship for Opportunity and Results has since been introduced, but it faces questions about whether vouchers are really the solution to D.C.'s education problems given OSP's lack of clear success.
The Role Of External Factors That Affect Student...Nicole Gomez
The document discusses best practices used in a learning skills and algebra classroom. It describes utilizing a student information system to track grades, attendance, medical needs, and IEP information. Formative assessments are used to monitor progress and guide instruction. Lessons incorporate visual, auditory and kinesthetic learning styles through interactive activities, technology, and collaborative work. Data-driven instruction and co-planning with other teachers ensures individual student needs are met.
Running head HIGHER EDUCATION POLICIES1HIGHER EDUCATION POLIC.docxwlynn1
Running head: HIGHER EDUCATION POLICIES 1
HIGHER EDUCATION POLICIES 10
Higher Education Policies
Student’s Name
Institutional Affiliation
Higher Education Policies
In the United States Primarily, the responsibility of education is vested upon individual states. This, however, does not exonerate the federal government from the education sector. The national government plays a supporting role in providing finances as well as funds and assistance in a bid to provide a lifeline whenever states are overwhelmed by the burden of overseeing the education within their jurisdictions. The funds from the feral government come in handy in helping millions of Americans, some of whom financial circumstances have impeded them from seeking education and particularly higher education. It is also judicious to note that the federal government does not only offer monetary support but also other forms of support in ways that will be discussed below.
Environment necessary for the excelling of education is also a burden of the federal government. A common myth is that the environment suitable for study which entails security, classrooms, sanitation and tranquility away from noisy environs of industries and busy towns, is only a necessity of the primary and secondary levels. However, it has since been discovered that the same environment is also needed by the tertiary level. The federal governments after providing these basic needs necessary for the thriving of the education sector in states, the states are then mandated to ensure the growth of the sector (In Inoue, 2019). Deductively, the states play a major role in determining the type of educational prospects it is going to provide for its residents.
The past centuries have experienced investment in the education sector by both the federal government and the state government and notably, the investment spread over the past fifty years is immense (Heller, 2016). These investments can be attributed to the opinion bored by the relevant stakeholders of the service to the public interest that these investments will give. The opinion further digresses from the profit-making point of an investment concept to reveal that the investments will be a stepping stone for the residents whose ambitions and desires have been just aspirations. It is at this juncture that we realize that the investments are in the form of policies. A perfect exemplar of such a policy is the enactment of the Higher Education Amendment Act of 1972 (Rose, 2018). This Act achieved the feat of assuring the public that financial incapability will not be an impediment anymore to those that sought education past high school.
In respect to policies, it is important to realize that there are no two states that are alike in their conception, designing and implementation of their policies. Each state has a unique way that they go about their public policy. This is because, unlike other public policies that target infrastructures development an.
This document summarizes a research study that explored effective communication strategies for engaging cross-generational alumni of private colleges. The study aimed to identify differences in preferred communication methods, frequency of contact, and effectiveness of communications for Millennial, Gen X, Baby Boomer, and Silent Generation alumni. A literature review found that colleges commonly use social media like Facebook and LinkedIn to engage alumni in a cost-effective way. However, communication preferences and levels of engagement differ between generations. The study sought to understand these generational differences to help private colleges improve their alumni outreach strategies.
SIRCDSociety for Reÿearchn Child Developmentsharin.docxedgar6wallace88877
SIR
CD
Society for Reÿearch
n Child Development
sharing child and youth development knowledge
volume 28, number 2
2014
I Social Policy Report
Common Core
Development and Substance
David T. Conley
University of Oregon
Abstract
his poticy report provides an overview of the Common Core State
Standards, how they were developed, the sources that were ref-
erenced in their development, the need for educationa[ standards
generatty, what they entail, and what it wit[ mean for educators
to imptement them. The report draws from research and refer-
ence materia[ to outtine the argument for the Common Core and the sources
used in its development. These inctude cortege and career readiness standards
developed over the past 15 years, high quality state standards, and the con-
tent spec]fications from other nations whose educationa[ systems are widety
respected. Additiona[ research demonstrates the retationship between the
Common Core and co[[ege and career readiness. While this report does offer
insight into the structure of the standards, most of the information presented
here is designed to hetp po[icymakers, educators, and other interested parties
understand the effects on educationa[ practice.
Common Core
Development and Substance
'he Common Core State Standards burst upon
the scene in June 2010 and were quickly
adopted by the vast majority of states, 43 as
of spring 2013. This initial embrace has been
followed by a period of reexamination in
some states. Although the idea of standards
that are consistent across states has become controver-
sial in certain circles, the undertying content knowledge
and cognitive skills that comprise the Common Core State
Standards themselves have not been seriously questioned
or chaltenged. When ideological arguments about edu-
cational governance and who should control curriculum
are stripped away, the Common Core State Standards are
more likely to be viewed more dispassionately as a syn-
thesis of college and career readiness standards already
developed, the expectations contained in the standards
of high performing U.S. states and in the educational sys-
tems of countries that are equipping their citizens for life
in the dynamically changing economic and social systems
of the 21st century (Conley, Drummond, de GonzaLez,
Rooseboom, Et Stout, 201ta; Conley, Drummond, de Gon-
zalez, Rooseboom, & Stout, 2011b; Council of Chief State
School Officers Et National Governors Association Center
for Best Practices, 2010).
This Social Policy Report considers the Common
Core State Standards, where they came from, what they
are, and what effect they are likely to have on educa-
tion. It begins with an overview of the importance of
educational standards in U.S. schools, the need for more
students who are college and career ready, and the role
of the Common Core State Standards in achieving this
goaL. The process by which the standards were deveL-
oped is described, followed by a consideration of the
facts about.
SIRCDSociety for Reÿearchn Child Developmentsharin.docxjennifer822
SIR
CD
Society for Reÿearch
n Child Development
sharing child and youth development knowledge
volume 28, number 2
2014
I Social Policy Report
Common Core
Development and Substance
David T. Conley
University of Oregon
Abstract
his poticy report provides an overview of the Common Core State
Standards, how they were developed, the sources that were ref-
erenced in their development, the need for educationa[ standards
generatty, what they entail, and what it wit[ mean for educators
to imptement them. The report draws from research and refer-
ence materia[ to outtine the argument for the Common Core and the sources
used in its development. These inctude cortege and career readiness standards
developed over the past 15 years, high quality state standards, and the con-
tent spec]fications from other nations whose educationa[ systems are widety
respected. Additiona[ research demonstrates the retationship between the
Common Core and co[[ege and career readiness. While this report does offer
insight into the structure of the standards, most of the information presented
here is designed to hetp po[icymakers, educators, and other interested parties
understand the effects on educationa[ practice.
Common Core
Development and Substance
'he Common Core State Standards burst upon
the scene in June 2010 and were quickly
adopted by the vast majority of states, 43 as
of spring 2013. This initial embrace has been
followed by a period of reexamination in
some states. Although the idea of standards
that are consistent across states has become controver-
sial in certain circles, the undertying content knowledge
and cognitive skills that comprise the Common Core State
Standards themselves have not been seriously questioned
or chaltenged. When ideological arguments about edu-
cational governance and who should control curriculum
are stripped away, the Common Core State Standards are
more likely to be viewed more dispassionately as a syn-
thesis of college and career readiness standards already
developed, the expectations contained in the standards
of high performing U.S. states and in the educational sys-
tems of countries that are equipping their citizens for life
in the dynamically changing economic and social systems
of the 21st century (Conley, Drummond, de GonzaLez,
Rooseboom, Et Stout, 201ta; Conley, Drummond, de Gon-
zalez, Rooseboom, & Stout, 2011b; Council of Chief State
School Officers Et National Governors Association Center
for Best Practices, 2010).
This Social Policy Report considers the Common
Core State Standards, where they came from, what they
are, and what effect they are likely to have on educa-
tion. It begins with an overview of the importance of
educational standards in U.S. schools, the need for more
students who are college and career ready, and the role
of the Common Core State Standards in achieving this
goaL. The process by which the standards were deveL-
oped is described, followed by a consideration of the
facts about.
Exploring the For-Profit ExperienceAn Ethnography of a For-.docxlmelaine
Exploring the For-Profit Experience:
An Ethnography of a For-Profit College
Constance Iloh
University of California, Irvine
The for-profit college sector is arguably the most controversial and least
understood sector of higher education today. The past decade has ushered
in a wealth of public concern and scrutiny as to whether for-profit colleges
and universities are providing a quality education to underserved student
populations. While their politicization has captured immense attention,
there is far less empirical research on student experiences at for-profit insti-
tutions to better inform conceptual, institutional, and practical understand-
ing of this sector of postsecondary education. Using ethnographic data from
one midsize for-profit college in a suburban city, the author spent seven
months exploring educational culture from the perspective of enrolled stu-
dents. The findings illuminate four themes: (a) student desire for institu-
tional transparency, (b) the perception of high-quality in-person
instruction, (c) varied experiences based on student schedule and learning
needs, and (d) the role of age in shaping peer interactions.
KEYWORDS: for-profit colleges, ethnography, qualitative research, higher
education, student experiences, vocational education, adult learners, institu-
tional culture, privatization, social context, proprietary education
For-profit colleges and universities are rapidly changing the look, feel, andoutcomes of college attendance, particularly among students most
CONSTANCE ILOH is a UC Chancellor’s Postdoctoral Fellow at the University of California,
Irvine, 2064 Education Building, Irvine, CA 92697, USA; e-mail: [email protected] Her
research addresses: (a) college access and choice, (b) educational stratification and the
experiences of underserved populations in postsecondary education, and (c) for-profit
higher education and community colleges. Iloh has authored several peer-reviewed
journal articles on the changing landscape of postsecondary education, including
‘‘Understanding For-Profit College and Community College Choice’’ in Teachers
College Record. She is the principal investigator of a grant exploring online learning in
vocational higher education. In 2016, Iloh was recognized as one of the nation’s brightest
stars and change agents in education as a Forbes 30 under 30 honoree. Iloh’s forthcom-
ing book on contemporary college-going narratives and for-profit higher education will
be published by the Johns Hopkins University Press.
American Educational Research Journal
June 2016, Vol. 53, No. 3, pp. 427–455
DOI: 10.3102/0002831216637338
� 2016 AERA. http://aerj.aera.net
http://crossmark.crossref.org/dialog/?doi=10.3102%2F0002831216637338&domain=pdf&date_stamp=2016-06-01
marginalized in postsecondary education. When compared with their counter-
parts attending other higher education institutions, for-profit college students are
more likely to be older, women, students of color, and come fro ...
Similar to Lipe, david the impact of a program specific orientation course focus v7 n1 2013 (20)
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Lipe, david the impact of a program specific orientation course focus v7 n1 2013
1. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
VOLUME 7, NUMBER 1, 2013
1
The Impact of a Program-Specific Orientation Course on Student
Retention at a For-Profit, Post-Secondary Institution
David Lipe, EdD
Director of School Design
Art Institute of Dallas
Dallas, TX
L. Rusty Waller, PhD
Associate Professor
Department of Educational Leadership
College of Education and Human Services
Texas A&M University-Commerce
Commerce, TX
______________________________________________________________________________
Abstract
The problem of this study was to determine whether or not a difference existed in student
retention levels between 2009 and 2011 as kept by the Registrar’s office of a proprietary
institution located in north central Texas between program-specific orientation courses and
general-population orientation courses at a postsecondary proprietary institution. A Mann-
Whitney U test was used to examine retention across orientation types and identified a
significant association between student persistence and type of freshman orientation seminar
completed, φ = -0.43, p = .050. These findings concur with prior research, which indicate that
major program or career focused orientation courses have a positive impact on retention. To
enhance student retention at 4-year degree granting institutions, the researcher recommends a
focused review and implementation of extended-length, program-specific orientation seminars.
______________________________________________________________________________
With the rising number of private for-profit institutions in the postsecondary education
market comes an increased competition for students. This competition creates a burden for public
and proprietary institutions alike, which not only need to attract new students, but must also
consider student retention and its impact on their fiscal solvency.
Proprietary institutes of higher education have been constantly adapting and expanding
since the inception of the Servicemen’s Readjustment Act of 1944. This act, more commonly
known as the GI Bill, ensured that millions of veterans returning from World War II began to
focus on attaining a college degree rather than entering the limited job markets that were
available at the time—job markets which were downsizing and retooling to accommodate non-
wartime industries. The availability of funding for a college education via the GI Bill ensured
that a record numbers of veterans enrolled into higher education institutions. By 1956, 7.8
million World War II veterans had used the GI Bill to improve their education (“Born of
Controversy,” 2009). This boom of servicemen who wanted to develop a better life for
2. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
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themselves and their families through pursuit of postsecondary education opened the door for the
expansion of public and private institutions (Lee, 1996).
The 1970s and 1980s saw additional growth in the number of students attending
proprietary schools. Tougher federal regulations designed to limit loan default levels at colleges
were credited with a steep decline in the number of proprietary schools in the early 1990s.
However, by 2004 the U.S. Department of Education was reporting a rebound in the overall
number of for-profit institutions, and between 1996 and 2006, these schools gained 5% to 7% of
total market share of all degrees conferred in higher education (“NEA Update,” 2004; Planty, et
al., 2009). In the decade beginning in 2000, a 37% increase in overall enrollment in degree
granting postsecondary education institutions brought enrollments to 21 million students. Of
these, over 12.5 million were 18- to 24-year-olds defined as part of the Millennial Generation
(U.S. Department of Education, 2012).While this increase might be seen as sufficient to
comfortably fill the classrooms and coffers of most postsecondary educational institutions in the
U.S., the competition has been fierce, and the playing field is far from level.
According to the National Center for Education Statistics (NCES), graduation rates for
full-time students at Title IV public 4-year institutions for 2010 were 53.6%. While this may
seem low, graduation rates for full-time students at Title IV proprietary instutions for the same
period were only 32.3% (Knapp, Kelly-Reid, & Ginder, 2012). Even before an institution can
focus on graduation rates, however, it must ensure that students are retained through their first
year (Dennis, 1998).
Early research on student retention reinforced the importance of student engagement on
retention, and demonstrated that retention efforts matter the most during the first year of college
(Tinto, 2005). But what exactly does retention entail? In an academic context, the term refers to
an institution’s ability to enable students to complete their first year and enroll to continue their
education for a second year. Retention rates reported by NCES for Title IV public 4-year
institutions in 2010 were 79.5%, while retention rates at Title IV proprietary instutions for the
same period were only 52.3% (Knapp, et al., 2012).
Focusing on both graduation and retention rates reported by NCES makes it clear that
over 20% of all student attrition at public institutions occurs within the first year, with the
remaining 26% of losses occurring after that. At proprietary institutions, the numbers reflect
more room for improvement. Proprietary institutions fail to retain over 47% of students taking
first-year level coursework, with only 20% of total student attrition occurring after the first year
(Knapp, et al., 2012). For proprietary colleges in particular, a concerted effort to enhance
retention strategies may thus offer a greater possible financial benefit, without the need to
expend additional effort and expense on attracting new students.
Why is retention so important? Because if an institution has any doubt about the benefits
of a retention program, it need only focus on the potential financial losses incurred for each
student who does not persist. Unfortunately, most colleges focus on the front-end cost of
developing and implementing a retention strategy. According to Beal and Pascarella (1982), cost
is identified by colleges as one of the primary impediments to progress when discussing
implementation of a retention program. However, this argument is easily dismissed when
weighed against the cost of losing even one student. The effects on an institution’s potential
revenue stream for each student who drops out after only one year can be staggering. According
to the College Board report on Trends in College Pricing, the average published charges for
tuition and fees at an in-state, 4-year public institution for 2012-2013 are $8,655. Published
3. DAVID LIPE AND L. RUSTY WALLER
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average tuition and fees at for-profit institutions for 2012-2013 are $15,172 (College Board,
2012). Based on these numbers, and making a conservative assumption that a student will
average only four years at an institution, each student who does not persist beyond the first year
represents average losses in tuition and fees of $25,965 for public, and $45,516 for proprietary
institutions respectively.
Colleges have employed a variety of retention strategies in their attempts to mitigate
student attrition. One of the most widely implemented and effective retention strategies used by
colleges has been to focus on freshman orientation programs (Barefoot, 2004; Brawer, 1996). A
freshman orientation program, sometimes referred to as an orientation course or seminar, can run
in length from one week to as long as 2 full semesters depending on the school (Fidler & Fidler,
1991). These programs are designed to inform students about regulations, inculturate them into
behavioral norms of the college, provide them with opportunities to meet informally with
faculty, assist them in exploring their chosen major, help them to plan for their careers, and help
them build the requisite academic skills required for success as college students (Barefoot, 1993;
Pascarella & Terenzini, 1991). With a retention strategy so frequently employed, it is no wonder
that, according to Cuseo (1997), “the freshman orientation course has been the most frequently
researched and empirically well-documented course in the history of American higher
education” (p. 3). While much research has been conducted regarding orientation programs at the
4-year public university and private college level, and that research has been extended to the
community college level, related research at proprietary institutions is almost non-existent. None
exists focusing specifically on proprietary instutions related to program-specific orientation
courses and their levels of success.
Purpose of the Study
The purpose of this study was to determine whether or not a difference existed in student
retention and academic performance levels between or among program-specific orientation
courses and general-population orientation courses at a postsecondary proprietary institution.
This study specifically examined retention and academic performance data as kept by the
Registrar’s office of a proprietary college located in north central Texas.
Significance of the Study
The impact of an effective student retention program for an institution is undeniable.
Failure to motivate students and provide a safe, nurturing environment with a clearly defined
path to graduation may lead to a decrease in both student retention and persistence. The revenue
each student generates for a campus is directly related to the institution’s ability to retain the
student. But what exactly is the difference between retention and persistence? Ellis-O’Quinn
(2011) observes that “neither the 4-year or 2-year sector of higher education has offered a global
definition of these terms” (p. 19). Berger, Ramirez, and Lyons (2012) attempt to clarify these
terms in the second edition of College Student Retention. According to the authors, persistence
refers to a student’s desire, and the subsequent actions that he or she takes, to stay within the
system of higher education, from the initial entry year through to degree completion. They go on
4. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
4___________________________________________________________________________________________
to describe retention as “the ability of an institution to retain a student from admission through to
graduation” (p. 12). Based on these definitions, persistence can be qualified as an example of
intrinsic motivation, internal to the student, whereas retention is external to the student: a
function of the educational institutions attempts to keep the student engaged and continually
enrolled.
Barefoot first classified orientation types in the 1991 National Survey of Freshman
Seminar Programs, and further clarified the categories in her subsequent doctoral dissertation (as
cited in Padgett & Keup, 2011). Her classification of orientation seminars has been accepted as
the standard, and identifies five orientation seminar types: “extended orientation, academic
orientation with uniform content across sections, academic orientation covering various topics,
basic study skills, and pre-professional or discipline-linked” (Padgett & Keup, 2011, p. 34).
Extended orientation courses tend to focus on topics related to successful integration into
college life. Content can include an introduction to campus resources, time management,
academic and career planning, learning strategies, and an introduction to student development
issues (Padgett & Keup, 2011). Cuseo (1997) expressed support for the use of extended
orientation based on his own work “given the empirical research indicating greater retention-
enhancing effects of longer orientation interventions” (p. 14). Tinto (1999) agreed, and pushed to
integrate the freshman seminar and the concepts covered in the course into the entire first year as
a learning community. Academic orientation seminars with equivalent content across sections
tend to focus primarily on an academic theme or discipline, with all sections taught with uniform
content in the same fashion (Padgett & Keup, 2011). Academic orientation seminars covering
various topics are identical to the uniform content model, except that the content varies from
section to section based on the skills and academic background of the instructor. Basic study
skills-based orientation seminars focus on remediation, specifically in the areas of writing, test-
taking strategies and reading techniques (Padgett & Keup, 2011). Pre-professional or discipline-
linked orientation seminars are designed to group students by discipline or profession, with the
intent to prepare students for career entry. Cuseo supports the use of discipline-linked orientation
seminars. He asserts that they increase the likelihood that students will view freshman orientation
as relevant because students will encounter topics related to their future needs and plans—all
accomplished while engaging with other students who share similar backgrounds and goals.
The positive impact of freshman orientation seminars at the public and private
universities and community colleges related to student performance and retention has been
highly studied (Barefoot, 1993). While retention methods such as first-year orientation seminars
have been the subject of many well-documented studies at 4-year public institutions
(Barefoot,2004; Cuseo, 1997; Fidler & Fidler, 1991), only more recent studies have expanded
the focus to community colleges (Padgett & Keup, 2011), with a notable lack of research
specifically related to proprietary institutions (Clark, 2012). Part of the problem in studying the
topic is that when proprietary institutions have been allowed to participate in studies, they are
often misidentified. Peltier, Laden, and Matranga (1999, p.364) found that they are sometimes
categorized as “private,” and other times simply described as “alternative” types of institutions.
These researchers further suggest that research focusing specifically on these types of schools
should be conducted.
5. DAVID LIPE AND L. RUSTY WALLER
___________________________________________________________________________________________5
Research Questions
The researcher investigated the following research questions:
1. What percentage of entering freshmen were retained to their third quarter for AY
2009, AY 2010, and AY 2011 at a selected proprietary institution by participation in
general-population or program-specific freshman orientation seminar?
2. Does a difference exist in the retention of entering freshmen for AY 2009, AY 2010,
and AY 2011 at a selected proprietary institution between those participating in a
general-population freshman orientation seminar and those participating in a
program-specific freshman orientation seminar?
Hypotheses
The following null and alternate research hypotheses were tested at the .05 level for
significance to support examination of research question 2:
Ho. No difference exists in the retention of entering freshmen for AY 2009, AY 2010,
and AY 2011 at a selected proprietary institution between those participating in a
general-population freshman orientation seminar and those participating in a
program-specific freshman orientation seminar.
Ha. A difference exists in the retention of entering freshmen for AY 2009, AY 2010, and
AY 2011 at a selected proprietary institution between those participating in a
general-population freshman orientation seminar and those participating in a
program-specific freshman orientation seminar.
Method of Procedure
This study sought to investigate the potential impact of a mandatory, program-specific
freshman orientation course on the retention and academic success of students attending
proprietary schools. The method of procedure includes selection of the sample, procedures for
collection of data, and treatment of the data.
Selection of the Sample
A list of full-time students for AY 2009, AY 2010, and AY 2011 was requested from the
Registrar’s office of a proprietary institution located in North Central Texas. Students were
categorized by the Registrar’s office based on their attendance in either a program-specific
college orientation course, or a general-population college orientation course. Student data were
subcategorized based on retention and academic performance.
The proprietary institution studied is accredited by the Southern Association of Colleges
and Schools (SACS) as a Level II institution; granting associate’s and bachelor’s level degrees in
the applied arts. Major program areas include Advertising Design, Culinary Arts, Digital Film
and Video Production, Fashion Design, Fashion Retail Marketing, Graphic Design, Interior
Design, Media Arts and Animation, Photography, and Web Design and Interactive Media (Art
6. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
6___________________________________________________________________________________________
Institutes, 2012). Beginning in 2009, these programs began transitioning from general-population
freshman orientation courses to freshman orientation courses explicitly designed to focus on the
career specializations of the students.
Mann-Whitney U tests were used to determine if students participating in a program-
specific freshman orientation seminar persist at a higher rate and attain a higher GPA when
moving from their second to third quarter. The grouping variable for this study was attendance in
an orientation course, either general-population or program-specific. The test variables included
students’ GPA scores and persistence level.
Limitations
The following limitations applied to this study:
1. The study was limited to students at a single institution, and as such may be limited in
generalizability.
2. The researcher used only the available data as maintained in official student records
by the Registrar’s office at the proprietary institution studied.
Delimitations
The researcher applied the following delimitations to this study:
1. Only students who attended a single proprietary postsecondary institution between
AY 2009 and AY 2011 were included in the study.
2. Only students who completed a college orientation course while attending the
identified proprietary institution were included in the study.
3. Only student retention rates up to the end of the third quarter were included in the
study.
Research Question 1
The first research question was: “What percentage of entering freshmen were retained to
their third quarter for AY 2009, AY 2010, and AY 2011 at a selected proprietary institution by
participation in general-population or program-specific freshman orientation seminar?” The data
set included 2,052 students. Overall student retention was 64.6%. Students who participated in a
general-population freshman orientation seminar exhibited a persistence rate of 60.8%, while
students who participated in a program-specific freshman orientation seminar exhibited a
substantially higher persistence rate of 65.8%.
Table 1 shows the breakout of the population by gender related to participation in either
general-population or program-specific orientation courses. Males comprised 46% of the
population studied; females comprised 54%. While almost 77% of all students in the study
participated in some form of program-specific orientation seminar, a higher percentage of all
participants in the general population orientation seminars were male (51.7%).
7. DAVID LIPE AND L. RUSTY WALLER
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Table 2 shows the descriptive statistics for participation in orientation type across eight
identified racial types. The ethnic makeup of the data collected indicates a broad spectrum of
participants. These include categories for American Indian (AM); Asian (AS); Black (BL);
Hispanic (HI); students who identify with multiple ethnic groups (MU); Pacific Islanders (PI),
students who chose to remain unidentified (UN), and White (WH).
Table 1
Orientation Participation by Gender
Male Female N
General-population Orientation 245 228 473
Program-specific Orientation 700 879 1579
Total 1327 1107 2052
Table 2
Orientation Participation by Race
AM AS BL HI MU PI UN WH N
General-population 3 17 72 101 1 0 62 217 473
Program-Specific 23 42 267 299 23 5 255 665 1579
Total 26 59 339 400 24 5 317 882 2052
Research Question 2
The second research question was: “Does a difference exist in the retention of entering
freshmen for AY 2009, AY 2010, and AY 2011 at a selected proprietary institution between
those participating in a general-population freshman orientation seminar and those participating
in a program-specific freshman orientation seminar?” This question is directly related to the null
and alternate hypotheses. The null hypothesis states, “No difference exists in the retention of
entering freshmen for AY 2009, AY 2010, and AY 2011 at a selected proprietary institution
between those participating in a general-population freshman orientation seminar and those
participating in a program-specific freshman orientation seminar.” Table 3 provides the retention
demographics for the general-population and program-specific orientations.
8. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
8___________________________________________________________________________________________
Table 3
Retention Rates by Orientation Type
Retained Withdrew N
General-population Orientation 288 185 473
Program-specific Orientation 1039 540 1579
Total 1327 725 2052
A Chi-square test for association was conducted to address Research Question 2 and
sought to determine if there was an association or independence between the two dichotomous
variables. These variables were identified as orientation type (program-specific orientation
versus general-population orientation), and retention through the third quarter (yes or no). The
assumptions of the Chi-square test for association regarding sampling and distribution were
confirmed. Results are provided in Table 4 and Table 5.
9. DAVID LIPE AND L. RUSTY WALLER
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Table 4
Orientation Type - Retention Cross Tabulation
Retained Withdrew N
General-population Count 288.0 185.0 473.0
Expected Count 305.9 167.1 473.0
% within orient_type 60.9 39.1 100.0
% within Persist 21.7 25.5 23.1
% of Total 14.0 9.0 23.1
Program-specific Count 1039.0 540.0 1579.0
Expected Count 1021.1 557.9 1579.0
% within orient_type 65.8 34.2 100.0
% within Persist 78.3 74.5 76.9
% of Total 50.6 26.3 76.9
Total Count 1327.0 725.0 2052.0
Expected Count 1327.0 725.0 2052.0
% within orient_type 64.7 35.3 100.0
% within Persist 100.0 100.0 100.0
% of Total 64.7 35.3 100.0
According to Lund and Lund (2013), when calculating a cross tabulation for the Chi-
Square test of association, there is a choice over which use of results to select the Pearson Chi-
Square or the Fisher's Exact Test. However, they suggest using Fisher's Exact Test only when
one or more expected cell frequencies is less than five. As established earlier, all cell frequencies
were well above five due to the large sample size, so Fisher’s Exact Test was inappropriate for
this situation. Based on the analysis of the data provided by the Chi-square test for association,
10. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
10___________________________________________________________________________________________
there was a statistically significant association between orientation type and student retention,
χ2
(1) = 3.845, p = .050.
Table 5
Chi-Square Tests
Value df Asymp. Sig. Exact Sig. Exact Sig.
(2-sided) (2-sided) (1-sided)
Pearson Chi-Square 3.845a
1 .050
Continuity Correctionb
1 .057
Likelihood Ratio 1 .051
Fisher’s Exact Test .055 .029
Linear-by-Linear Assoc. 1 .050
N of Valid Cases 2052
Note –
a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is 167.12.
b. Computed only for a 2x2 table.
In order to confirm the measure of the effect size given by the Pearson Chi-Square, Phi
(φ) and Cramer's V measures were conducted and are reported in Table 6. Phi was selected as
the most suitable because it requires two dichotomous variables. The range of output from Phi is
from -1 to +1, and the output is interpreted in the same manner as a correlation.
11. DAVID LIPE AND L. RUSTY WALLER
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Table 6
Symmetric Measures
Value Approx. Sig.
Nominal by Nominal Phi (φ) -.043 .050
Cramer’s V .043 .050
N of Valid Cases 2052
There was a statistically significant association between student persistence and type of
freshman orientation seminar completed, φ = -0.43, p = .050. Therefore, Ho1, stating that there
was no difference in persistence rates between students participating in general-population and
program-specific orientation seminars, was rejected.
The results of both the Mann-Whitney U test, and the Chi-square test for association both
confirm that student retention levels based on the type of orientation seminar vary greatly. The
Mann-Whitney U test was used to identify academic performance across orientation types as
significantly different (p = .001). Accordingly, the researcher rejected the null hypothesis Ho.
Differences exist in student retention levels based on type of orientation.
Implications for Action
Based on the findings of this study, it is apparent that the use of a quarter-long, program-
specific orientation course at the proprietary institution being studied had a more positive impact
on student retention than the general-population orientation course. These findings concur with
those from prior research (Beran, 1996; Cuseo, 1997; Levitz & Noel, 1989; Porter & Swing,
2006; Tucker, 1999), which indicate that major program or career focused orientation courses –
those that give students a clear understanding of the industry they have chosen to enter as well as
a defined path to their intended career goals – have a positive impact on both student GPA scores
and retention. Unfortunately, data indicate that currently only 4.4% of all 4-year institutions
employ this type of freshman orientation course (Padgett & Keup, 2011). To help increase
student retention and GPA scores at 4-year institutions, the researcher recommends a focused
review and implementation of program-specific orientation courses.
Recommendations
Several recommendations for further research arose from the limitations found in this
study, which was based on data extracted from the student information system at a single
proprietary institution. While the results are invaluable to the researcher, data may not be
12. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
12___________________________________________________________________________________________
representative of the student populations of other schools. A similar study should be conducted at
other proprietary institutions that conduct career focused freshman orientation courses.
Further Research to Address Other Schools within the System of Schools
This institution is part of a large system of for-profit, postsecondary schools which all
have similar student populations, and a similar educational mission. Program offerings within
this system focus exclusively on applied art and design. A similar study should be expanded to
include other schools within this system, either at the state, regional, or national (system-wide)
level.
Further Research to Address Other Proprietary Institutions with Different Student
Populations or Educational Missions
As stated previously, the institution being studied maintains a narrow focus in terms of
degree offerings. Because of the number and variety of proprietary institutions that have
established themselves in the past few decades, and the variety of degrees a student may earn at
these institutions, the same study may yield different results at another proprietary institution.
This would be due to a more varied student population or different institutional mission.
Further Research to See if a Difference Exists Between or Among the Different Program-
Specific Courses Taught at the Institution Studied
This study categorized freshman orientation courses based on the student populations in
attendance: either general-population based courses (students from all programs of study) or
program-specific courses (students segregated into career focused groups). At the institution
being reviewed, there was only one general-population course offered, but 10 program-specific
courses based on the different degrees offered. This study should be replicated to include a
review of retention and GPA score based on the different program-specific courses taught at the
institution to see if a difference exists.
Summary
While the literature has demonstrated that there are a variety of ways to address student
retention, as yet no magic bullet has been found. Even within the types of programs available
with the intended purpose of engaging and integrating students into both the social and academic
environments found on every college campus, there is no agreement as to the best method to be
used. Each institution must review the methods available and make an informed decision on
which to implement on its campus based on its stated academic mission and student population.
For if the student retention methods employed do not actively engage the students in question,
they will disengage in search of something else that meets their perceived needs. As Barefoot
(2004) notes, “contemporary American college students are not known for their ‘product
loyalty.’ They are on a continual search for the ‘best deal’ or ‘greener pastures,’ and higher
education institutions are happy to oblige” (p. 12).
13. DAVID LIPE AND L. RUSTY WALLER
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