scholarly journals Improving Freshman Retention With Intrusive Advising Interventions

2016 ◽  
Author(s):  
Jeremy Helm ◽  
Tami Coronella
Keyword(s):  
Freshman Retention ◽  
Intrusive Advising

scholarly journals Association of Freshman Retention Rates with Instructional Expenditure and Residential Status : A Case Study for Large Public Colleges

2021 ◽  
pp. 11-21
Author(s):  
Sadjad Pariafsai ◽  
David Dalenberg ◽  
Christopher Ellison ◽  
Lucas Johnson ◽  
Fatemeh Pariafsai
Keyword(s):  
Higher Education ◽  
Public Colleges ◽  
Drop Out ◽  
Retention Rates ◽  
Full Time ◽  
Residential Status ◽  
Instructional Expenditures ◽  
Freshman Retention ◽  
Freshman Students ◽  
Institutional Success

Retention is a key indicator of institutional effectiveness in education research. Retaining full-time freshman students has been a long-standing problem for institutions of higher education. Overall, 40% of U.S. college students leave college among which the majority are freshman students. About 30% of freshman students drop out before their sophomore year of college. The primary causes for leaving college include financial pressure, falling behind in classwork, lack of social connections, and loss of family support. Higher educational institutions need to understand the dynamic between different expenditures and freshman retention rates to responsibly and strategically allocate funds to what will best support institutional success. This study investigates how freshman retention rates at large public colleges are associated with instructional expenditures and residential status. Findings of this study indicate that regarding freshman retention at large public colleges, spending more money on instruction goes further for residential colleges compared to non-residential ones. In other words, for most levels of instructional expenditure, residential colleges have higher freshman retention rates than non-residential colleges. Findings of this study can assist higher education institutions in directing their efforts toward what will best support institutional success.

First-Year Community College Students' Perceptions of and Attitudes Toward Intrusive Academic Advising

2016 ◽  
Vol 36 (1) ◽  
pp. 30-42 ◽  
Author(s):  
Paul Donaldson ◽  
Lyle McKinney ◽  
Mimi Lee ◽  
Diana Pino
Keyword(s):  
Community College ◽  
Academic Advising ◽  
Single Case ◽  
Community College Student ◽  
First Year ◽  
College Student Success ◽  
Intrusive Advising ◽  
The Impact ◽  
The Relationship

For this study, we analyzed the relationship between intrusive academic advising and community college student success. Utilizing a qualitative, single-case study design, we conducted interviews with 12 students who participated in an intrusive advising program at a large, urban community college in Texas. Analysis of the interview data revealed the benefits, limitations, and contributions to success of intrusive advising. This study addresses a notable gap in the extant literature, as few researchers have published empirical examinations on the impact of intrusive academic advising within the community college context. The findings can be used to improve the delivery of academic advising and student support services at community colleges.

Freshman Retention

1989 ◽  
Vol 2 (1) ◽  
pp. 29-44 ◽  
Author(s):  
John S. Heywood ◽  
Richard D. Marcus
Keyword(s):  
Freshman Retention

scholarly journals CENTRALIZED INTRUSIVE ADVISING AND UNDERGRADUATE RETENTION

1989 ◽  
Vol 9 (1) ◽  
pp. 39-45 ◽  
Author(s):  
DeWayne Backhus
Keyword(s):  
Intrusive Advising ◽  
Undergraduate Retention ◽  
Entering Students ◽  
The Impact

This study discusses the impact of the presence of “a centralized student advising service which practices intrusive advising” on the “persistence of entering students” and suggests that this strategy could be useful to other institutions.

Increasing One-Year Retention Rates by Focusing on Academic Competence: An Empirical Odyssey

2002 ◽  
Vol 4 (3) ◽  
pp. 297-324 ◽  
Author(s):  
Michael P. Ryan ◽  
Patricia A. Glenn
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Student Development ◽  
Academic Integration ◽  
Objective Assessment ◽  
Retention Rates ◽  
Learning Skills ◽  
Student Departure ◽  
Intrusive Advising ◽  
One Year

This article chronicles the 5-year effort of a comprehensive student development and advising center to identify the most effective support programs for increasing one-year retention rates for first-time freshmen at an urban metropolitan university. An initial analysis of student satisfaction data suggested that the institution had neglected the potential role of learning skills in promoting the academic integration that leads to institutional conmitment and persistence in Tinto's (1993) student departure model. Focusing on students admitted in good academic standing, successive program development and evaluation efforts made it clear that the route to improving retention rates lay in increasing student learning skills and academic efficacy. The progression from intrusive advising programs to integrated and systematic learning skills instruction resulted in substantial gains in first-year retention rates for program participants. Such gains depended upon the development of a system of highly focused interventions and a commitment to the objective assessment of the retention impact of each intervention. In keeping with the injunctions of the Student Learning Imperative (Kuh et al., 1996), student affairs offices are urged to play a fundamental role in student retention by helping students acquire the active learning skills that facilitate academic integration and institutional commitment.

Intrusive Advising with Special Student Populations

NASPA Journal ◽  
1988 ◽  
Vol 25 (3) ◽  
pp. 195-201
Author(s):  
Mike Lopez ◽  
Martin Yanez ◽  
E. Rosie Clayton ◽  
Dorothy Ann Thompson
Keyword(s):  
Intrusive Advising

scholarly journals A controlled intervention to improve freshman retention in a STEM-based physiology major

2020 ◽  
Vol 44 (3) ◽  
pp. 334-343
Author(s):  
Miriam Leary ◽  
Aimee Morewood ◽  
Randy Bryner
Keyword(s):  
At Risk ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
At Risk Students ◽  
Retention Rates ◽  
Control Group ◽  
First Year ◽  
Freshman Retention ◽  
Retention Group ◽  
And Mathematics

Using a Scholarship of Teaching and Learning lens, this study systematically examined if a targeted intervention in at-risk students within a science, technology, engineering, and mathematics (STEM)-based physiology program would elicit positive student perceptions and higher retention rates into the second year. Those students who were considered at risk for attrition (retention; n = 82) were compared against a control group (non-retention; n = 165), and outcomes were evaluated with an End-of-Semester Survey and university enrollment data. Students in the retention group reported more favorable responses to questions pertaining to a first-year seminar course and academic advising. By the start of the following (spring 2019) semester, 48 students transferred out of the program (20%) with little difference between groups (non-retention 19%; retention 22%). At the start of fall 2019 term, 55% of the 2018 freshman class were retained within the program (non-retention 66%; retention 39%), and 85% were retained within the university (non-retention 91%, retention 74%). The intervention was successful in eliciting positive student perceptions of the major, but did not improve retention of at-risk students within the physiology major.

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