Mutually Dependent Outcomes: Using Assessment to Improve First-Year Retention and Student Learning

2017 ◽  
Vol 29 (5) ◽  
pp. 3-14
Author(s):  
Alan Bearman ◽  
Elaine Lewis
Keyword(s):  
Student Learning ◽  
First Year ◽  
First Year Retention

Structuring First-Year Retention at a Regional Public Institution: Validating and Refining Bowman’s SEM Analysis

2020 ◽  
Author(s):  
Daniel Collier ◽  
Dan Fitzpatrick ◽  
Chelsea Brehm ◽  
Keith Hearit ◽  
Andrea Beach
Keyword(s):  
Sem Analysis ◽  
Public Institution ◽  
First Year ◽  
First Year Retention

scholarly journals Evaluation of a First-Year Retention Project: Findings at Halftime

2020 ◽  
Author(s):  
Alan Niemi ◽  
Matthew Green ◽  
Melanie Roudkovski
Keyword(s):  
First Year ◽  
First Year Retention

scholarly journals Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics

2011 ◽  
Vol 27 (2) ◽  
Author(s):  
David L. Neumann ◽  
Michelle M. Neumann ◽  
Michelle Hood
Keyword(s):  
Blended Learning ◽  
Student Learning ◽  
First Year ◽  
Negative Attitudes ◽  
Learning Framework ◽  
Integration Of Technology ◽  
Statistics Course ◽  
Real World Applications ◽  
Computer Based ◽  
Enhance Student Learning

<span>The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the use of such applications during lectures from the student's perspective. The technology used included multimedia, computer-based simulations, animations, and statistical software. Interviews were conducted on a stratified random sample of 38 students in a first year statistics course. The results showed three global effects on student learning and engagement: showed the practical application of statistics, helped with understanding statistics, and addressed negative attitudes towards statistics. The results are examined from within a blended learning framework and the benefits and drawbacks to the integration of technology during lectures are discussed.</span>

Collegiate Recreation Participation and Retention

2013 ◽  
Vol 37 (2) ◽  
pp. 85-96 ◽  
Author(s):  
Stephen Kampf ◽  
Eric J. Teske
Keyword(s):  
Retention Rates ◽  
First Year ◽  
Campus Recreation ◽  
Bottom Line ◽  
Recruitment And Retention ◽  
Club Sports ◽  
First Year Retention ◽  
Recreation Participation ◽  
Relationship Of ◽  
Collegiate Recreation

Colleges and universities have been focusing on the rising costs to attend college and their impact on current and future students. Recruitment and retention of students is critical in justifying programmatic and academic offerings. In addition, recruitment and retention have an impact on the institution's bottom line. This article attempts to prove a correlation between a collegiate recreation program and retention. Specifically, first year retention rates were examined on students who participate in club sports, use the student recreation center, and are employed by the campus recreation department. The results of this study can be useful to the collegiate recreation practitioner to answer the question of “does your program have an impact on retention?” It is the hope that this study is duplicated to further emphasize the relationship of collegiate recreation programs and their positive relationship on retention.

A Multilevel Approach to Assessing the Interaction Effects on College Student Retention

2009 ◽  
Vol 11 (2) ◽  
pp. 287-301 ◽  
Author(s):  
Haiyan Bai ◽  
Wei Pan
Keyword(s):  
College Student ◽  
Social Integration ◽  
Student Retention ◽  
Interaction Effects ◽  
Retention Rates ◽  
First Year ◽  
College Student Retention ◽  
Multilevel Approach ◽  
The Social ◽  
First Year Retention

The present study utilizes a multilevel approach to assess the effects of four different types of intervention on college student retention, focusing on the interaction effects between the student characteristics and the types of intervention. The program effects on a 3-year trend are also explored. The findings of the present study reveal that the social integration programs improved the first-year retention rates for female students, the advising programs and the social integration programs worked better in the first year for students from more selective colleges within the university, and the first-year experience programs had a significant lasting effect across the 3 years on retention for elder students and male students. It is also found that the advising programs were significantly more effective on the first-year retention rates than the general orientation programs. This study provides empirical evidence for researchers and administrators in higher education to improve the effectiveness of intervention programs for students with specific characteristics.

Sign in / Sign up

Export Citation Format

Share Document