scholarly journals The Library as an Academic Partner in Student Retention and Graduation: The Library’s Collaboration with the Freshman Year Seminar Initiative at the Bronx Community College

2013 ◽  
Vol 5 (2) ◽  
pp. 94-100
Author(s):  
Jesus Sanabria
Keyword(s):  
Community College ◽  
New York ◽  
Academic Success ◽  
Student Retention ◽  
First Year ◽  
Freshman Year ◽  
Academic Partner ◽  
Age Of Accountability ◽  
Teaching Modules ◽  
The City

In order for academic libraries to continue to demonstrate their value in an age of accountability, developing strong collaborations is essential. Collaborations provide a first rate opportunity for librarians not only to demonstrate their value to the institution and the research practices of the faculty but to facilitate teaching students how to navigate an increasingly diverse and at times confusing information environment driven by access to several technologies. For students entering college, learning early how to navigate the library and its resources can become an important element to their academic success. Inclusion of the library faculty into the development and teaching modules of student orientations and first year seminars, such as the ones designed at the Bronx Community College of the City of New York, provide a great step in establishing our value in promoting retention and graduation.

scholarly journals Testing CREATE at Community Colleges: An Examination of Faculty Perspectives and Diverse Student Gains

2016 ◽  
Vol 15 (1) ◽  
pp. ar8 ◽  
Author(s):  
Kristy L. Kenyon ◽  
Morgan E. Onorato ◽  
Alan J. Gottesman ◽  
Jamila Hoque ◽  
Sally G. Hoskins
Keyword(s):  
Community College ◽  
New York ◽  
Community Colleges ◽  
Epistemological Beliefs ◽  
The United States ◽  
City College ◽  
Diverse Student ◽  
Thinking Ability ◽  
And Mathematics ◽  
The City

CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is an innovative pedagogy for teaching science through the intensive analysis of scientific literature. Initiated at the City College of New York, a minority-serving institution, and regionally expanded in the New York/New Jersey/Pennsylvania area, this methodology has had multiple positive impacts on faculty and students in science, technology, engineering, and mathematics courses. To determine whether the CREATE strategy is effective at the community college (2-yr) level, we prepared 2-yr faculty to use CREATE methodologies and investigated CREATE implementation at community colleges in seven regions of the United States. We used outside evaluation combined with pre/postcourse assessments of students to test related hypotheses: 1) workshop-trained 2-yr faculty teach effectively with the CREATE strategy in their first attempt, and 2) 2-yr students in CREATE courses make cognitive and affective gains during their CREATE quarter or semester. Community college students demonstrated positive shifts in experimental design and critical-thinking ability concurrent with gains in attitudes/self-rated learning and maturation of epistemological beliefs about science.

student retention under open admissions at the city university of new york

1974 ◽  
Vol 12 (4) ◽  
pp. 26-29 ◽  
Author(s):  
David E. Lavin ◽  
Richard Silberstein
Keyword(s):  
New York ◽  
Student Retention ◽  
Open Admissions ◽  
The City

Understanding Student Swirl: The Role of Environmental Factors and Retention Efforts in the Later Academic Success of Suspended Students

2009 ◽  
Vol 11 (2) ◽  
pp. 211-226 ◽  
Author(s):  
Yan Wang ◽  
Tom Pilarzyk
Keyword(s):  
Community College ◽  
Academic Success ◽  
Environmental Factors ◽  
Student Retention ◽  
Family Obligations ◽  
Student Background ◽  
Performance Factors ◽  
Life Challenges ◽  
Retention Initiatives

“Student swirl,” or the inconsistent flow in and out of college coursework from term-to-term, institution-to-institution, reflects the non-traditional nature of many community college students. Swirl can be triggered by such stressors as: balancing work, school, and family obligations; financial challenges; and health problems. In turn, it influences irregular enrollment and lack of academic success. Swirl also occurs intra-institutionally, affected by college re-entry policies once students are suspended for academic reasons. Three initiatives serve as pathways back into college for suspended students at one Midwestern institution. This study explores their effects on success, as well as the role of life challenges, academic-related skills, and student background and commitment to succeed. While retention initiatives affect later performance, factors contributing to intra-institutional swirl playa stronger role. Implications for both student retention and institutional effectiveness are discussed.

A Consortium Project to Improve Retention and the First Year of College: Results and Recommendations

2005 ◽  
Vol 7 (3) ◽  
pp. 189-199 ◽  
Author(s):  
Marc Cutright
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Student Retention ◽  
First Year ◽  
Perceived Effectiveness ◽  
Short Term ◽  
First Year Of College ◽  
One Year ◽  
External Consultant

This article examines the operation and perceived effectiveness of a short-term, nine-community-college consortium, a consortium dedicated to the improvement of student retention and first-year education at each of the colleges in the consortium. The consortium was composed of Alabama community colleges, essentially during calendar year 2002. Its formal title was the Alabama Community College consortium on the First College Year. The effectiveness of the consortium is considered at the conclusion of its one-year duration based on the final reports submitted by the consortium members, and on the evaluation of an external consultant who gathered information from the participating institutions on a confidential basis. Finally, the consortium's effectiveness is considered based on interviews with campus coordinators one year after the consortium's conclusion. The article concludes with recommendations for improved practices in such improvement-directed exercises.

scholarly journals Community college student retention : an examination of student pre-entry attributes, academic experiences, and social experiences and the relationship to first-year persistence

2016 ◽  
Author(s):  
◽  
Cynthia Adamson
Keyword(s):  
Community College ◽  
College Student ◽  
Student Retention ◽  
Community College Student ◽  
First Year ◽  
College Student Retention ◽  
First Semester ◽  
Federal Financial Aid ◽  
High School Gpa ◽  
College Student Persistence

This study investigated the extent that the attributes of incoming students and their subsequent academic and social interactions at an institution are related to community college student retention. Student data from a cohort of first-time students (N = 1089) attending a community college in southwest Missouri was analyzed to examine variables related to fall-to-fall student retention. Predictors of first-year retention included receiving federal Pell grants, high school GPA, receiving a C or higher in college orientation, first semester college GPA, and receiving a C or higher in general psychology, general biology, and U.S. History. The findings highlight the importance of college readiness and value of federal financial aid programs for community college student persistence.

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