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Fulfilling the Promise: Nashville State Community College‘s Commitment to Student Success

dc.contributor.authorGentile, Steven
dc.contributor.authorHutchison, David
dc.contributor.authorSereno, Kasandrea
dc.date.accessioned2019-07-26T17:52:37Z
dc.date.available2019-07-26T17:52:37Z
dc.date.issued2019-05
dc.identifier.urihttp://hdl.handle.net/1803/9500
dc.descriptionLeadership Policy and Organizations Department capstone projecten_US
dc.description.abstractIn this study, we utilize a logic model adapted from Tinto’s (1975) Interactionalist Theory and the Theory of Student Departure in Commuter Colleges and Universities by Braxton et al. (2004) to measure determinants of Nashville State student departure. We employ a mixed-methods approach to identify when students depart and who leaves Nashville State, as well as who returns and when after initial departure. We interview staff and students to measure their perception of the institution’s commitment to the student welfare as well as their perceptions of the institution’s integrity, or the extent to which Nashville State fulfills its promises to students. Examining staff and administrative processes, the first year experience, and academic advising, we specifically look to understand what practices, support systems and experiences—inside and outside of the classroom— assist or impede student persistence.en_US
dc.language.isoen_USen_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectCommunity Collegeen_US
dc.subjectStudent successen_US
dc.subjectNashville State Community Collegeen_US
dc.subjectNSCCen_US
dc.subject.lcshEducationen_US
dc.titleFulfilling the Promise: Nashville State Community College‘s Commitment to Student Successen_US
dc.typeCapstoneen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Leadership Policy and Organizationsen_US


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