Early college connections : an investigation of first-year, persisting, full-time and part-time students' perceptions at a suburban community college

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Early college connections : an investigation of first-year, persisting, full-time and part-time students' perceptions at a suburban community college

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dc.contributor.advisor Roueche, John E.
dc.creator Mauppin, Shelia Fran
dc.date.accessioned 2012-07-25T16:52:29Z
dc.date.available 2012-07-25T16:52:29Z
dc.date.created 2012-05
dc.date.issued 2012-07-25
dc.date.submitted May 2012
dc.identifier.uri http://hdl.handle.net/2152/ETD-UT-2012-05-5159
dc.description.abstract Nationally, nearly 40% of full-time community college students drop out before the second year, and drop-out rates for part-time students are even more astounding. In 2008, nearly 60% of part-time community college students dropped out before year two. As community colleges embrace President Obama’s call for a 50% increase in completion by 2020, it is imperative that community college leaders find ways to retain and graduate students. A number of community and technical colleges utilize the Survey of Entering Student Engagement (SENSE) to quantitatively measure early campus connections. Building on the institutional early connection benchmark score, this study qualitatively describes first-year, persisting, full- and part-time students’ perceptions of early campus experiences and the role that early connections play in their decision to persist. The study employs a qualitative research approach via a single case study. Twenty-four, first-year, second semester, consecutively enrolled, full- and part-time students, who mirrored the college’s population participated in semi-structured interviews and focus groups. Findings indicate that early connections, as defined by the SENSE were not instrumental in persistence; however, a number of other factors were impactful: academic support; social influences; family support; and academic success. This study may provide information that will enhance the understanding of community college student perceptions related to factors that encourage persistence, and it may provide community colleges that operate within similar conditions, resources, and constraints with useful information as they design early connection strategies.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subject Early engagement
dc.subject First to second semester retention in the community college
dc.subject Part-time student perceptions of early connections
dc.subject Full-time students perceptions of early connections
dc.subject Community college engagement
dc.title Early college connections : an investigation of first-year, persisting, full-time and part-time students' perceptions at a suburban community college
dc.date.updated 2012-07-25T16:52:37Z
dc.identifier.slug 2152/ETD-UT-2012-05-5159
dc.contributor.committeeMember Parker, Randall M.
dc.contributor.committeeMember Holme, Jennifer J.
dc.contributor.committeeMember Garza-Nyer, Eva M.
dc.description.department Educational Administration
dc.type.genre thesis
dc.type.material text
thesis.degree.department Educational Administration
thesis.degree.discipline Educational Administration
thesis.degree.grantor University of Texas at Austin
thesis.degree.level Doctoral
thesis.degree.name Doctor of Education

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