Fostering a GREAT Place for Student Success: Critical Component #2, Retain Our Students and Promote Timely Persistence to Degree Completion

2021 ◽  
Vol 33 (3) ◽  
pp. 3-16
Author(s):  
Stephen P. Hundley
Keyword(s):  
Student Success ◽  
Degree Completion ◽  
Critical Component

scholarly journals The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research

2020 ◽  
Author(s):  
Vance Kite ◽  
Soonhye Park ◽  
Eric Wiebe
Keyword(s):  
Education Research ◽  
Student Success ◽  
Computational Thinking ◽  
Evidence Based ◽  
Critical Component ◽  
Future Directions ◽  
Content Integration ◽  
Core Curricula ◽  
Digital Era ◽  
Professional Development For Teachers

<div><div><div><p>Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research.</p></div></div></div>

A Partnership Model to Improve Retention, Increase Degree Completion, and Reduce Achievement Gaps

2019 ◽  
pp. 98-109
Author(s):  
Kara Miles Turner ◽  
Nia Haydel ◽  
Melanie Carter
Keyword(s):  
Student Success ◽  
Degree Completion ◽  
Degree Attainment ◽  
Postsecondary Institutions ◽  
Evidence Based ◽  
State University ◽  
Completion Rates ◽  
Partnership Model ◽  
Howard University ◽  
Morgan State University

Funded by Lumina Foundation, the HBCU Student Success Project is a collaboration among three HBCUs – Dillard University, Howard University, and Morgan State University to implement empirically based retention strategies to increase first- and second-year retention and degree completion rates and to reduce degree attainment gaps between targeted groups on their campuses. This chapter chronicles the processes used by Lumina and the participating institutions to develop and implement a project that would result in the identification of evidence-based strategies and a model for creating and sustaining effective student success partnerships among postsecondary institutions, particularly HBCUs.

scholarly journals The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research

2020 ◽  
Author(s):  
Vance Kite ◽  
Soonhye Park ◽  
Eric Wiebe
Keyword(s):  
Education Research ◽  
Student Success ◽  
Computational Thinking ◽  
Evidence Based ◽  
Critical Component ◽  
Future Directions ◽  
Content Integration ◽  
Core Curricula ◽  
Digital Era ◽  
Professional Development For Teachers

<div><div><div><p>Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research.</p></div></div></div>

Effective Student-Advisor Engagement and Relationship Building in Online Graduate Programs

2019 ◽  
pp. 176-191
Author(s):  
Jennifer Varney
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Graduate Students ◽  
Student Success ◽  
Undergraduate Students ◽  
First Generation ◽  
Graduate Programs ◽  
Relationship Building ◽  
Critical Component ◽  
Student Advisor

The goal of this chapter is to discuss the importance of advisor-student engagement as a critical component of student success. Much has been written about advising undergraduate students and strategies for working with first generation students and other challenges specific to undergraduate students, and this chapter will focus on working with online graduate students. Heisserer and Parette noted that contact with a significant person within an institution of higher education is a crucial factor in a student's decision to remain in college. The focus on this chapter is on how advisors can be the significant person within the institution for their graduate students, and how advisors can help students successfully integrate into the institution academically and socially to increase their likelihood of retention and success.

The Factual Knowledge Elements and Components of Outstanding Retention and Student Success Coaching

2019 ◽  
pp. 30-62
Keyword(s):  
Student Success ◽  
Degree Completion ◽  
Factual Knowledge ◽  
Doctoral Studies ◽  
For Profit ◽  
Degree Completion Programs ◽  
Online Degree ◽  
Program Retention ◽  
First Time ◽  
To Receive

The research presented throughout this chapter and in Chapters 3 and 4 comes from a 2015-16 study of a US-based for-profit coaching company that was conducted as part of the author's dissertation and doctoral studies. The research was designed to examine, understand, and explain why students assigned to receive retention and success coaching were significantly more likely to remain enrolled at their institutions than students who did not receive coaching. One of the main elements of the research was to understand and evaluate the coaches' performance in the retention of students in online degree completion programs and to inform the larger, related problem of online course and program retention. As a further focus, the study was designed to inform and improve retention of the most difficult community of students, the non-first-time student enrolled in an online degree completion program. This chapter looks at the knowledge elements and components of highly impactful coaching.

scholarly journals Measures of Student Engagement as Predictors of Grade Point Average (GPA) and Degree Completion at Andrews University

2021 ◽  
Author(s):  
◽  
Michael Milmine
Keyword(s):  
Student Engagement ◽  
Student Success ◽  
Degree Completion ◽  
Equation Modeling ◽  
First Year ◽  
First Year Students ◽  
Academic Degree ◽  
Andrews University ◽  
Engagement Factors ◽  
Senior Students

Purpose of the Study In a time of rising costs, social discourse questioning value of an undergraduate degree, and declining enrollment, institutions of higher education are under increasing pressure to provide stakeholders and potential students with measures of accountability and student success. These pressures renew the need to leverage student engagement data to understand what makes undergraduates successful in their academic programs. An understanding of student engagement factors is key to helping all students succeed, but especially to identifying areas that colleges and universities can devote their attention in order to improve their students’ likelihood of success. The purpose of this study was to investigate the relationship between student engagement and both academic performance and degree completion. Method The present study was designed as a secondary quantitative analysis of non-experimental descriptive data collected using survey methodology. The instrument, referred to as the NSSE, was used to gather information on students’ engagement with their coursework, peers, professors, and academic institution. The data was gathered from 375 first-year and senior undergraduate students attending Andrews University in 2013 and 2015. Structural Equation Modeling (SEM) was used to determine a statistical model to use student engagement variables to predict for student GPA scores. Discriminant Function Analysis (DFA) was used to determine which student engagement variables were best able to discriminate between students who would and those who would not complete their academic degree. Results Upon some revision, the SEM model for the first-year students predicted 19% of GPA and indicated that the most important predictors were Academic Challenge and Student-Faculty Interaction. Also, upon some revision, the SEM model for the senior students predicted 9% of GPA. This senior model indicated that the only significant predictor of GPA was Quality of Interactions. DFA for first-year students was statistically significant and predicted degree completion at a rate of 66.9%, with the best predictors (both positive) being Learning Strategies and Reflective & Integrative Learning. DFA for senior students was not statistically significant. Conclusions Engagement factors are important in predicting first-year student GPA and likelihood of degree completion. Engagement factors that predict GPA are different and weaker for senior students, and do not predict likelihood of degree completion. This study provides evidence for the increase of specific types of engagement to improve student success and graduation rates.

scholarly journals On Doctoral Student Development: Exploring Faculty Mentoring in the Shaping of African American Doctoral Student Success

2014 ◽  
Author(s):  
Pamela Felder
Keyword(s):  
African American ◽  
Student Success ◽  
Doctoral Students ◽  
Degree Completion ◽  
Student Development ◽  
Belief Systems ◽  
Doctoral Student ◽  
Doctoral Degree ◽  
Structured Interview ◽  
Doctoral Degree Completion

This study examines the influence of faculty mentorship in the shaping of African American doctoral student success. A case analysis framework is used to investigate the belief systems that doctoral students held about their doctoral experience. Data collection involved a one-phase semi-structured interview protocol used to gather information about these experiences from a post-degree perspective. African American doctoral degree completion is addressed as a critical function of student success within an elite educational context. Results of the study demonstrate that the African American doctoral degree completion is complicated by students' perceptions of faculty advising, faculty behavior and the lack of diverse faculty leadership.

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