An Explanatory Model of First Year Retention: Application and Adaptation of Braxton, Doyle, Hartley, Hirschy, Jones & McLendon's Rethinking College Student Retention
On average, more than a quarter of all entering first-time, full-time students do not return to their institution for a second year. One in five fail to persist at all. Yet, “of the 45 percent of students who start college and fail to complete their degree, less than one-quarter are dismissed for poor academic performance. Most leave for other reasons” (Kuh, et al., 2006). Central Methodist University’s College of Liberal Arts and Sciences, with its residential undergraduate enrollment of 1,900 students and a first-year retention rate of 66%, is emblematic of hundreds of small to mid-sized liberal arts colleges and bachelor-degree granting universities dotting the landscape of higher education. Based heavily but not exclusively on Braxton, et al.’s Rethinking College Student Retention (2014), this study focuses on Central Methodist University against which established theory is applied in search of pragmatic, actionable strategies supportive of student retention.
This item appears in the following collection(s):
Showing items related by title, author, creator and subject.
Burns, Bridget; Durojaiye, Ande (Vanderbilt University. Peabody College, 2017-05)To understand and enhance the adult student retention rates, Dyersburg State Community College (DSSC) contacted the Peabody College at Vanderbilt University to have graduate students conduct a study of the adult student ...
California State University, East Bay: A Strengths-based Examination of First-Year Student Retention at the Most Ethnically Diverse University in the Country Greenwell, Joseph; Guerin, Allison; Parada-Villatoro, Amanda (Vanderbilt University. Peabody College, 2018-05)California State University, East Bay (CSUEB) is one of twenty-three universities in the California State University (CSU) system and is a highly diverse, four-year, public university located in the San Francisco Bay Area. ...
Culbreath, Camil; Hart, Shants N. (Vanderbilt University. Peabody College, 2019)Since the historic 2001 passage and subsequent implementation of the No Child Left Behind Act, NCLB, schools and districts across the nation have been held accountable in one way or another for student achievement. These ...