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• W2598293711 abstract "INTRODUCTION In a study published by the National Student Clearinghouse Research Center in April of 2015, it was reported that of all students who started college in the fall of 2013, 69.6 percent returned to college at any U.S. institution in the fall of 2014 (a measure known as the persistence rate), and 59.3 percent returned to the same institution (a measure known as the retention rate). Thus, 30 percent of students who start college will not continue beyond the first year, a disappointing figure for students and parents who start college with the goal of graduation in mind. Low retention also creates inefficiency from the perspective of a college. Strategically, it is cheaper and more conducive to reputation enhancement for an institution to retain a student than to continue to compete for new students via the recruitment process. In the state of Texas, the General Academic Institutions Formula Advisory Committee has recommended that state funding for general academic institutions during the 2016-17 biennium should be based on seven defined metrics to include six-year graduation rates and retention rates to 30, 60, and 90 semester credit hours (Texas Higher Education Coordinating Board, 2015). This focus on retention, with financial implications for universities, illustrates the increasing demand for institutions to focus on student success and retention. The purpose of this manuscript is to compare student retention rates in general versus specialized freshman courses designed to enhance the college experience. The manuscript is organized into five sections. The first section offers a brief review of the literature. The second section puts forth background information relating to the courses that are part of the research cohort. The third section describes the methodology and data. The next section applies the empirical results. The final section is the conclusion. LITERATURE REVIEW Colleges and universities have been working to find ways to improve retention rates and to help students with the transition to college for many years. Mentoring programs, new student orientations, learning communities, first-year seminars, and many other initiatives have been implemented with this goal in mind. Early research on the subject of retention determined that persistence and retention rates could be improved by increasing student involvement, and the level and quality of a student's interactions with faculty and staff (Astin, 1977). Tinto suggested that institutions can improve retention rates by having a strong commitment to quality education and building a strong sense of inclusive educational and social community on campus (1993). The earliest freshman seminar is said to have been offered at Lee College in Kentucky in 1882 (Barefoot & Fidler, 1996). In the 1940's, freshmen seminars were utilized to provide freshmen opportunities to collaborate with faculty members with similar interests on research opportunities as a form of engagement (Levine, 1985). In the 1960's, these courses were virtually nonexistent due to the individual accountability philosophy of this decade, but fiscal and academic challenges of the mid-1970's--including decreasing numbers of traditional-age students, demographic shifts in the entering student population, a commitment to access for students previously excluded from higher education, the alarming student dropout rate which peaks between the freshman and sophomore year, and a renewed concern about the quality of undergraduate education--created demand for the resurgence of freshmen seminar courses (Gordon, 1991; Barefoot & Fidler, 1996). Since the 1970's, John Gardner's work with the University 101 program at the University of South Carolina, his research publications, and his later founding of The Center for the First Year Experience (FYE) and Students in Transition has been influential in the growth of such courses across the nation (Ryan and Glenn, 2004). …" @default.
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• W2598293711 date "2016-01-01" @default.
• W2598293711 modified "2023-09-24" @default.
• W2598293711 title "The Impact of Specialized Courses on Student Retention as Part of the Freshman Experience" @default.
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