Over the course of six years, I interviewed participants regarding their academic and social experiences during college. None of the participants had typical connections to campus; they lived off-campus, had significant external obligations, and were not active members of the campus community. Three of the four departers, left MSU because of incongruence, suggesting that MSU was not a good fit for the participant. The fourth departer left MSU because of external obligations.
D Abstract This study investigated individual factors and milestones which may assist institutions in predicting first to second semester retention rates of freshmen students. While the data examined were limited to the student population enrolled at a rural community college, implications from the study could be meaningful for all institutions of higher education.
In addition, key milestones time of registration, participation in a first year experience FYE course, declaring a major were also examined to determine whether these events predicted retention.
The study utilized a mixed methods approach analyzing quantitative data through linear regressions and Chi Squares that were obtained through agency records and closed-ended survey questions, while qualitative data was acquired through open-ended survey questions.
Participants included 97 first-time freshmen enrolled at a southwest Missouri rural community college during the Fall semester and 1, students enrolled at the college between Fall and Fall The Fall first-time freshmen were asked to complete an online item survey designed to extract both quantitative and qualitative data.
Although the key milestones of time of registration, participation in a FYE course, and declaring a major were found to be insignificant in predicting retention rates of freshmen students, the qualitative data gathered suggested that the examined milestones had merit for a retention model.a qualitative study exploring faculty perception and adaptation of social presence in the online classroom.
by kathleen j. marino. dissertation committee. The purpose of this study was to examine faculty and student perceptions of what factors are contributing to drop-out rates in a Northern Indiana higher educational facility and to study whether or not the drop-out prevention programs that are in place are effective.
Educational Technology and Education Conferences for December to June , Edition # Prepared by Clayton R.
Wright, crwr77 at timberdesignmag.com, November 10, A downloadable version (Word) is available here. The 40 th edition of the conference list covers selected professional development opportunities that primarily focus on the use of technology in educational settings and on .
Below are the ASU EDL Doctoral Program Dissertation Titles. Each dissertation is available for check out at the ASU library.
Click on the links to view the title page and abstract for each dissertation. Full dissertations can be viewed at NC Docks for dissertations published and after.
Yet national data on retention reveals serious challenges to community college leaders: a 35% success rate is not uncommon. Between and , faculty, staff, students and facilitators at Foothill College used an interactive learning model (ILM) to launch a pilot project aimed at improving student persistence and retention rates.
The Faculty of Education Research Office works under the University Graduate Research Office to offer support to Education Higher Degree by Research students.
We assist you from your initial enquiry, through to completion of your Higher Degree by Research.