Improving Retention and Academic Achievement for First-Time Students at a Two-Year College

Autor/in	Ryan, Mary Gene
Titel	Improving Retention and Academic Achievement for First-Time Students at a Two-Year College
Quelle	In: Community College Journal of Research and Practice, 37 (2013) 2, S.131-134 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2012.715266
Schlagwörter	Two Year College Students; Community Colleges; Academic Advising; Academic Persistence; School Holding Power; Comparative Analysis; Program Effectiveness; Developmental Studies Programs; Academic Achievement; Achievement Gains; Grade Point Average; Cognitive Style; Teacher Student Relationship; Peer Relationship; College Freshmen + Suchen Sie Ihr Suchwort? Community college; Community College; Akademischer Rat; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Schulleistung; Achievement gain; Leistungssteigerung; Cognitive styles; Kognitiver Stil; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Studienanfänger
Abstract	Faculty at a two-year community/technical college undertook a project in the spring 2010 semester to incorporate more intensive and intrusive academic advising into the Freshman Seminar (COL 105) course. A study was undertaken in which 14 sections of COL 105 were divided into an experimental group (taught by specially-trained instructors who served as the students' academic advisors during their first semester) and a control group (taught by regularly trained instructors who were not advising their students). Results showed that the students in the experimental group earned higher overall GPAs and were retained (reenrolled the following semester) at a higher rate than students in the control group, a phenomenon that remained true for the following year. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10