scholarly journals Constructing the First Year Experience: Improving Retention and Graduation Rates at a Hispanic-Serving Institution

2019 ◽  
Author(s):  
Sonia Gipson Rankin ◽  
Pamela Cheek ◽  
Tim Schroeder ◽  
Joe Suilmann
Keyword(s):  
Graduation Rates ◽  
First Year Experience ◽  
First Year ◽  
Hispanic Serving Institution ◽  
Hispanic Serving ◽  
Retention And Graduation Rates

College Persistence over Time and Participation in a First-Year Seminar

2014 ◽  
Vol 16 (3) ◽  
pp. 373-390 ◽  
Author(s):  
John W. Miller ◽  
Sally S. Lesik
Keyword(s):  
Academic Preparation ◽  
First Year Experience ◽  
First Year ◽  
Full Time ◽  
Survival Analyses ◽  
Entire Cohort ◽  
Entry Level ◽  
Alternative Hypotheses ◽  
New Research ◽  
Retention And Graduation Rates

Retention and graduation rates of an entire cohort of 1,913 first-time full-time college students are analyzed. The effects of participation in a first year experience (FYE) course and of entry level academic preparation (ELAP) on retention and graduation are examined, both descriptively and with discrete-time survival analyses. Although descriptive results support the efficacy of the FYE, survival analyses calls into question whether any unique variability beyond ELAP is attributable to FYE. Alternative hypotheses to explain the results and plans of new research for further exploration are presented.

Grit and Retention Among First Year Hispanic College Students at a Hispanic Serving Institution

2020 ◽  
Vol 42 (2) ◽  
pp. 264-270
Author(s):  
J. Derek Lopez ◽  
Jennifer M. Horn
Keyword(s):  
United States ◽  
College Students ◽  
First Generation ◽  
First Year ◽  
Student Orientation ◽  
Hispanic College Students ◽  
Hispanic Serving Institution ◽  
New Student Orientation ◽  
Hispanic Serving ◽  
New Student

Hispanic college students attending a Hispanic Serving Institution (HSI) in the southwest United States were administered the short grit survey during new student orientation for 2 consecutive years ( N = 496) to ascertain the association with grit scores and retention after the first year of university attendance. Results indicate that there was a gender difference in grit scores and retention. Few grit survey items were associated with retention, thus suggesting that the grit survey may not be an appropriate predictor of retention for first-generation Hispanic college students.

Peer Coaching Program Development: A Framework of First-Year Latina/o Student Persistence Pursuing STEM Pathways at a Hispanic Serving Institution

2019 ◽  
pp. 153819271986709
Author(s):  
Carmen Cruz ◽  
Geetu Rajpal ◽  
Michael Lecocke ◽  
Ian Martines ◽  
Anna Lurie
Keyword(s):  
Academic Success ◽  
Student Persistence ◽  
Peer Coaching ◽  
South Texas ◽  
First Year ◽  
Hispanic Serving Institution ◽  
Science Technology ◽  
Stem Students ◽  
And Mathematics ◽  
Hispanic Serving

This study developed and examined the implementation of an intrusive peer-to-peer coaching program model at a private 4-year master’s degree granting Hispanic Serving Institution (HSI) located in South Texas. The coaching program provided support and promoted increased persistence among Latina/o students entering first-year science, technology, engineering, and mathematics (STEM). Findings positively indicated that first-year Latina/o STEM students can achieve academic success in college when they are matched and supported by culturally similar upperclassmen peer coaches.

scholarly journals Developing a First-Year Transition Camp

2019 ◽  
Vol 19 (2) ◽  
Author(s):  
Darrell C. Ray ◽  
Melissa M. Korduner
Keyword(s):  
Student Success ◽  
Graduation Rates ◽  
College Transition ◽  
First Year ◽  
Retention And Graduation Rates

A number of programs are being developed as campuses strive to enhance retention and graduation rates. One example includes pre-college transition campus. This article will share strategies for designing a transition camp to promote student success.

Reaching hard to reach students through student learning communities

2017 ◽  
Vol 3 (1) ◽  
pp. 259
Author(s):  
Patrick Blessinger
Keyword(s):  
Learning Communities ◽  
Student Retention ◽  
Student Satisfaction ◽  
Student Learning ◽  
Graduation Rates ◽  
First Year ◽  
Time Period ◽  
The Many ◽  
Retention And Graduation Rates

 Because of the many hurdles and adjustments that students face during their first year at university, it is, typically, during this crucial time period that students decide to continue with their studies, transfer to another university or quit attending university altogether. Student learning communities attempt to mitigate those factors that may lead to student dissatisfaction and non-engagement. To this end, student learning communities attempt to improve student satisfaction and engagement, and concomitantly, to improve student retention and graduation rates.

Effects of Hierarchical Mentoring on Freshman Retention in a Biology First-Year Experience Course

2018 ◽  
Vol 80 (3) ◽  
pp. 184-190
Author(s):  
Peter Cavnar ◽  
Claudia Stanny
Keyword(s):  
Student Retention ◽  
Best Practice ◽  
Retention Rates ◽  
High Rate ◽  
First Year Experience ◽  
First Year ◽  
Freshman Retention ◽  
Stem Students ◽  
Retention And Graduation Rates ◽  
The Impact

Higher education must improve student retention and graduation rates to meet increased demand for STEM degrees in the workforce projected for the next ten years. The high rate of attrition among STEM students entering college compels institutions to implement strategies that improve student retention because more states now employ performance-based funding models with increased pressures to improve student outcomes, such as first- and second-year retention rates. We piloted a two-year hierarchical mentoring model as part of a first-year experience course developed for biology students (BioSkills) to increase retention rates among first-time-in-college (FTIC) students. We describe the mentoring structure we adopted and how the design of BioSkills supports and educates future biology professionals. Our findings show that FTIC students who participated in this program earned significantly higher first-year GPAs and were retained at higher rates than students who did not participate, which documents the impact of BioSkills as a successful first-year intervention. However, we were surprised that the benefit of BioSkills was not replicated among under-represented minority (URM) students. We briefly speculate on explanations for this finding. Lastly, we offer best practice suggestions for future implementation.

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