subject:(College dropouts United States)

University of North Carolina – Greensboro

1. Oxendine, Symphony D. Examining the impact of institutional integration and cultural integrity on sense of belonging to predict Intention to persist for Native American students at non-native colleges and universities.

Degree: 2015, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18169

► Higher education scholars have examined various factors affecting student retention, yet few scholars have focused on Native American student persistence. The purpose of this study… (more)

▼ Higher education scholars have examined various factors affecting student retention, yet few scholars have focused on Native American student persistence. The purpose of this study is to examine the contributions of institutional integration and cultural integrity to Native American college students' sense of belonging within the campus community and their intention to persist. This quantitative multi-institutional research design used Tinto's (1987; 1993) theory of student departure and Hurtado and Carter's (1997) sense of belonging model as guiding frameworks to explore the issue of sense of belonging and intention to persist. The researcher utilized the North American Indigenous College Student Inventory (Marroquin & McCoach, 2014) to measure cultural integrity and the Institutional Integration Scale-Revised (French & Oakes, 2004) to measure institutional integration. Results of the regression analyses showed that institutional integration and cultural integrity contributed significantly to Native American students' sense of belonging. Furthermore, sense of belonging predicts, although not to a large extent, intention to persist for Native American college students. This study revealed that social support and peer-group interaction are the most significant factors contributing to sense of belonging for Native American college students. In addition, staff support and lack of social isolation were also significant contributors to sense of belonging. This study expands the body of knowledge regarding the Native American college student experience, specifically helping shed light on factors contributing to their success. In addition, the results of this study can be used to help influence culturally relevant policies and practices for institutions and higher education professionals providing services for Native American college students.; Cultural Integrity, Higher Education, Institutional Integration, Intention to Persist, Native American Students, Sense of Belonging Advisors/Committee Members: Deborah Taub (advisor).

Subjects/Keywords: Indians of North America – Education (Higher) – United States; Indian college students – United States; College attendance – United States; College dropouts – United States

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APA (6^th Edition):

Oxendine, S. D. (2015). Examining the impact of institutional integration and cultural integrity on sense of belonging to predict Intention to persist for Native American students at non-native colleges and universities. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18169

Chicago Manual of Style (16^th Edition):

Oxendine, Symphony D. “Examining the impact of institutional integration and cultural integrity on sense of belonging to predict Intention to persist for Native American students at non-native colleges and universities.” 2015. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed December 13, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18169.

MLA Handbook (7^th Edition):

Oxendine, Symphony D. “Examining the impact of institutional integration and cultural integrity on sense of belonging to predict Intention to persist for Native American students at non-native colleges and universities.” 2015. Web. 13 Dec 2019.

Vancouver:

Oxendine SD. Examining the impact of institutional integration and cultural integrity on sense of belonging to predict Intention to persist for Native American students at non-native colleges and universities. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2015. [cited 2019 Dec 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18169.

Council of Science Editors:

Oxendine SD. Examining the impact of institutional integration and cultural integrity on sense of belonging to predict Intention to persist for Native American students at non-native colleges and universities. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2015. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18169

2. Johnson, James E. Predicting first-year grade point average and retention of student-athletes using demographic, academic, and athletic variables: Title on signature form: Predicting first-year student-athlete GPA using demographic, academic, and athletic variables.

Degree: Thesis (D. Ed.), 2010, Ball State University

URL: http://cardinalscholar.bsu.edu/handle/123456789/193446

► A sample of 674 first-year student-athletes at Ball State University were examined for five consecutive years (2004-2008) to determine what combination of demographic, academic, and… (more)

▼ A sample of 674 first-year student-athletes at Ball State University were examined for five consecutive years (2004-2008) to determine what combination of demographic, academic, and athletic variables best predicted first-year GPA and retention into the second year of college. The dependent variables of first-year GPA and retention were chosen because they are two primary components used to calculate the Academic Progress Rate, a semester by semester evaluation of team academic performance used by the NCAA (Christianson, 2004). Results revealed college student-athletes had a higher first-year GPA if they were female (r = .36), Caucasian (r = .36), attended college relatively close to their hometown (r = .09), scored well on standardized tests (r = .49), had a respectable high school GPA (r = .65), were ranked high in their graduating high school class (r = -.58), had a large high school graduating class (r = .15), declared a major upon entering college (r = -.11), were not a member of a revenue sport (r = .37), and earned a considerable amount of playing time (r = .15). Building on the relative strengths of those relationships, first-year GPA can be predicted by knowing gender (B = .16), race (B = -.26), standardized test scores (B = .03), high school GPA (B = .41), high school rank (B < -.01), and high school size (B < .01). The retention of student-athletes into their second year of college produced a slightly different set of relationships. Student-athletes were more likely to be retained if they were Caucasian (r = .16), attended college close to their hometown (r = .09), scored well on standardized tests (r = -.11), had a respectable high school GPA (r = -.14), were ranked high in their graduating high school class (r = .12), were not a member of a revenue sport (r = -.09), and earned a considerable amount of playing time (r = -.17). Predicting retention is possible with information about race (B = 1.09), distance from hometown (B = .4), type of sport (B = .82), and amount of playing time (B = -.70). Advisors/Committee Members: Wessel, Roger D. (advisor).

Subjects/Keywords: Prediction of scholastic success – United States; College dropouts – United States – Prevention; College freshmen – United States; College athletes – United States

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APA (6^th Edition):

Johnson, J. E. (2010). Predicting first-year grade point average and retention of student-athletes using demographic, academic, and athletic variables: Title on signature form: Predicting first-year student-athlete GPA using demographic, academic, and athletic variables. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/193446

Chicago Manual of Style (16^th Edition):

Johnson, James E. “Predicting first-year grade point average and retention of student-athletes using demographic, academic, and athletic variables: Title on signature form: Predicting first-year student-athlete GPA using demographic, academic, and athletic variables.” 2010. Doctoral Dissertation, Ball State University. Accessed December 13, 2019. http://cardinalscholar.bsu.edu/handle/123456789/193446.

MLA Handbook (7^th Edition):

Johnson, James E. “Predicting first-year grade point average and retention of student-athletes using demographic, academic, and athletic variables: Title on signature form: Predicting first-year student-athlete GPA using demographic, academic, and athletic variables.” 2010. Web. 13 Dec 2019.

Vancouver:

Johnson JE. Predicting first-year grade point average and retention of student-athletes using demographic, academic, and athletic variables: Title on signature form: Predicting first-year student-athlete GPA using demographic, academic, and athletic variables. [Internet] [Doctoral dissertation]. Ball State University; 2010. [cited 2019 Dec 13]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193446.

Council of Science Editors:

Johnson JE. Predicting first-year grade point average and retention of student-athletes using demographic, academic, and athletic variables: Title on signature form: Predicting first-year student-athlete GPA using demographic, academic, and athletic variables. [Doctoral Dissertation]. Ball State University; 2010. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193446

University of North Carolina – Greensboro

3. Croxton, Rebecca A. Undergraduate students and academic library utilization: a quantitative dominant mixed methods study of information seeking needs, preferences, and motivation.

Degree: 2016, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21337

► Higher education institutions across the United States are asked to do more with less. This has come at a time when the current presidential administration… (more)

▼ Higher education institutions across the United States are asked to do more with less. This has come at a time when the current presidential administration is calling for the education of every American (White House, 2009). While Americans are enrolling in universities at higher rates than ever before, attrition remains high. Maintaining student enrollment has become a high stakes endeavor as loss of students directly affects institutional budgets. Tinto (1975) posits that student engagement plays an important role in a student’s decision to persist or drop out of college. The academic library is poised to play a key role in engaging and retaining students, though not without a disruption to the status quo. This study seeks to explore factors relating to undergraduate student engagement/ disengagement with the academic library and to explore whether university libraries should expand their role beyond providing academic resources and services into more “real-life” areas that are important to the daily lives of undergraduate students and in support of university retention goals. A quantitative dominant four-phase sequential mixed methods design was implemented at three purposely selected large, public 4-year universities geographically distributed across the United States. Data collection involved 1,291 participants and included semi-structured interviews with academic librarians (n=8), university enrollment and retention officials (n=3), and undergraduate students (n=18), an online survey completed by 1,280 randomly selected undergraduate students, and an analysis of 50 randomly selected academic library websites. Study findings suggest that there is a viable place in the campus community for the library to serve in an expanded role in support of university student retention goals. Such change, however, may require a realignment of library priorities, rebranding of the library in a new role, and significant marketing. A critical component for the success of a new model relates to building students’ perceptions of relevance of the library.; Academic Libraries, Information Seeking, Library Utilization, Motivation, Undergraduate Students Advisors/Committee Members: Anthony Chow (advisor).

Subjects/Keywords: Academic libraries – United States – Use studies; College dropouts – United States – Prevention; Undergraduates – United States

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APA (6^th Edition):

Croxton, R. A. (2016). Undergraduate students and academic library utilization: a quantitative dominant mixed methods study of information seeking needs, preferences, and motivation. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21337

Chicago Manual of Style (16^th Edition):

Croxton, Rebecca A. “Undergraduate students and academic library utilization: a quantitative dominant mixed methods study of information seeking needs, preferences, and motivation.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed December 13, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21337.

MLA Handbook (7^th Edition):

Croxton, Rebecca A. “Undergraduate students and academic library utilization: a quantitative dominant mixed methods study of information seeking needs, preferences, and motivation.” 2016. Web. 13 Dec 2019.

Vancouver:

Croxton RA. Undergraduate students and academic library utilization: a quantitative dominant mixed methods study of information seeking needs, preferences, and motivation. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Dec 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21337.

Council of Science Editors:

Croxton RA. Undergraduate students and academic library utilization: a quantitative dominant mixed methods study of information seeking needs, preferences, and motivation. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21337

4. Davis, Deborah A. Student perceptions of academic advising and influence on retention : a study of first-semester, first-generation and continuing-generation college students at a liberal arts college.

Degree: Thesis (D. Ed.), 2015, Ball State University

URL: http://cardinalscholar.bsu.edu/handle/123456789/199502

► This study examined a full cohort of first-time, full-time college students to better understand perceptions, preferences, and satisfaction with academic advising and influence of these… (more)

Subjects/Keywords: Counseling in higher education.; College freshmen – United States – Attitudes.; First-generation college students – United States – Attitudes.; College dropouts – United States – Prevention.

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APA (6^th Edition):

Davis, D. A. (2015). Student perceptions of academic advising and influence on retention : a study of first-semester, first-generation and continuing-generation college students at a liberal arts college. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/199502

Chicago Manual of Style (16^th Edition):

Davis, Deborah A. “Student perceptions of academic advising and influence on retention : a study of first-semester, first-generation and continuing-generation college students at a liberal arts college.” 2015. Doctoral Dissertation, Ball State University. Accessed December 13, 2019. http://cardinalscholar.bsu.edu/handle/123456789/199502.

MLA Handbook (7^th Edition):

Davis, Deborah A. “Student perceptions of academic advising and influence on retention : a study of first-semester, first-generation and continuing-generation college students at a liberal arts college.” 2015. Web. 13 Dec 2019.

Vancouver:

Davis DA. Student perceptions of academic advising and influence on retention : a study of first-semester, first-generation and continuing-generation college students at a liberal arts college. [Internet] [Doctoral dissertation]. Ball State University; 2015. [cited 2019 Dec 13]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/199502.

Council of Science Editors:

Davis DA. Student perceptions of academic advising and influence on retention : a study of first-semester, first-generation and continuing-generation college students at a liberal arts college. [Doctoral Dissertation]. Ball State University; 2015. Available from: http://cardinalscholar.bsu.edu/handle/123456789/199502

Oregon State University

5. Tracy, Gwyneth Jones. Bangladeshi and Mexican immigrants who leave early from postsecondary education in the United Kingdom and the United States.

Degree: EdD, Education, 2004, Oregon State University

URL: http://hdl.handle.net/1957/7491

► The purpose of this cross-cultural study is to improve the understanding of the educational experiences of immigrant students who leave postsecondary education prior to completion… (more)

▼ The purpose of this cross-cultural study is to improve the understanding of the educational experiences of immigrant students who leave postsecondary education prior to completion of a program in two traditionally immigrant-magnet countries. This research focuses on Bangladeshi immigrants in the United Kingdom and Mexican immigrants in the United States, who are among the least successful students in higher education. These two groups have been shown to participate in higher education at lower numbers than other immigrant groups: lower than whites in each country and lower than their native-born counterparts. These students also have elevated early leaving rates from postsecondary education and higher unemployment than other immigrant groups in4he two countries. The analyses of the interviews of Bangladeshi and Mexican immigrants who left early from postsecondary education showed that there were similarities and differences in their experiences in postsecondary education. Common experiences included family (psychological) support of college attendance and the positive experiences at the postsecondary educational institutions where students and faculty were friendly and supportive. The interviews of Mexican and Bangladeshi immigrants indicated that the two groups participated in postsecondary education for different reasons. The Bangladeshis enrolled to improve their English fluency for immediate job opportunities or as part of a designated college track assigned to them in secondary school, whereas the Mexicans attended college with career goals in mind. Institutional support, such as registration procedures and counseling availability, was satisfactory to the Bangladeshis, compared to the Mexican immigrants who perceived institutional support to be inadequate. The Bangladeshi immigrants left postsecondary education early due to family economic needs while the Mexican immigrants left for a variety of reasons including economic needs, cultural pressure, and inadequate counseling at the college. The overarching themes of the importance of family and institutional support for immigrants were common to both the Bangladeshi the Mexican groups. The research suggests that institutions address methods to include families in the educational experience and increase institutional support in the areas of registration, financial assistance, and academic and career counseling. Advisors/Committee Members: Copa, George (advisor), Leveille, David (committee member).

Subjects/Keywords: College dropouts – United States – Psychology

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APA (6^th Edition):

Tracy, G. J. (2004). Bangladeshi and Mexican immigrants who leave early from postsecondary education in the United Kingdom and the United States. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/7491

Chicago Manual of Style (16^th Edition):

Tracy, Gwyneth Jones. “Bangladeshi and Mexican immigrants who leave early from postsecondary education in the United Kingdom and the United States.” 2004. Doctoral Dissertation, Oregon State University. Accessed December 13, 2019. http://hdl.handle.net/1957/7491.

MLA Handbook (7^th Edition):

Tracy, Gwyneth Jones. “Bangladeshi and Mexican immigrants who leave early from postsecondary education in the United Kingdom and the United States.” 2004. Web. 13 Dec 2019.

Vancouver:

Tracy GJ. Bangladeshi and Mexican immigrants who leave early from postsecondary education in the United Kingdom and the United States. [Internet] [Doctoral dissertation]. Oregon State University; 2004. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1957/7491.

Council of Science Editors:

Tracy GJ. Bangladeshi and Mexican immigrants who leave early from postsecondary education in the United Kingdom and the United States. [Doctoral Dissertation]. Oregon State University; 2004. Available from: http://hdl.handle.net/1957/7491

Florida Atlantic University

6. DeLuz, Ancil. Retention in Florida community colleges: a study of the 2005-2008 academic years.

Degree: PhD, 2011, Florida Atlantic University

URL: http://purl.flvc.org/FAU/3332179

►

Summary: This study examined the relationship between selected student and institutional characteristics and the retention rates of first-time, degree seeking, full-time and parttime, freshman student… (more)

Subjects/Keywords: Commuity college students – United States – Florida; Achievement in education – United States – Florida; College dropouts – Prevention; College attendance – United States – Florida; Universities and colleges – United States – Florida – Administration

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APA (6^th Edition):

DeLuz, A. (2011). Retention in Florida community colleges: a study of the 2005-2008 academic years. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3332179

Chicago Manual of Style (16^th Edition):

DeLuz, Ancil. “Retention in Florida community colleges: a study of the 2005-2008 academic years.” 2011. Doctoral Dissertation, Florida Atlantic University. Accessed December 13, 2019. http://purl.flvc.org/FAU/3332179.

MLA Handbook (7^th Edition):

DeLuz, Ancil. “Retention in Florida community colleges: a study of the 2005-2008 academic years.” 2011. Web. 13 Dec 2019.

Vancouver:

DeLuz A. Retention in Florida community colleges: a study of the 2005-2008 academic years. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2011. [cited 2019 Dec 13]. Available from: http://purl.flvc.org/FAU/3332179.

Council of Science Editors:

DeLuz A. Retention in Florida community colleges: a study of the 2005-2008 academic years. [Doctoral Dissertation]. Florida Atlantic University; 2011. Available from: http://purl.flvc.org/FAU/3332179

California State University – East Bay

7. Viehweg, Marlow Moser. Claiming the Dream : A Study of Pushed Out Students Becoming Reengaged in School Work.

Degree: 2015, California State University – East Bay

URL: http://hdl.handle.net/10211.3/147696

► Many educators consider engaging the disengaged student to be one of the biggest challenges currently facing public schools in the United States. Last year 8,300… (more)

▼ Many educators consider engaging the disengaged student to be one of the biggest challenges currently facing public schools in the United States. Last year 8,300 students dropped out of school every day. The dropout rate of 30% has a deep and wide-ranging impact on the long-term economic outlook for the United States. The dropout dilemma in this country cost billions of dollars due to the loss of productive workers, loss of earnings, the loss of generated revenue, the costs of health care, social services, drug abuse, and the high cost associated with increased incarceration.This trend cannot continue as these losses continue to grow generation after generation.This crisis requires immediate attention from all areas of the education community. To alleviate this problem we must keep the students in school and recover those who have become disengaged and dropped out. Much research has been done addressing the causes for students to become disengaged. Little has been researched to address the reasons students reengage in school. The purpose of the study was to determine the factors influencing students to return to school and pursue their high school diploma. This study followed qualitative methodologies by allowing disengaged students to give voice to determine what affected the student's eventual reengagement in school.Teachers of disengaged students participated by lending voice in sharing their philosophies and techniques proven to be effective with these students. The participants of this study shared experiences and insights into the factors leading to disengagement and reengagement. This research credits adults, particularly parents and teachers, as being essential to the recovery of disengaged students. The information gathered by this research will be helpful in the design of workshops for all teachers, especially those working with the disengaged. The findings would be useful when considering the design of programs directed at preventing disengagement and encouraging reengagement of high school students. Advisors/Committee Members: Mukerjee, Dr. Diane (advisor), Arriaza, Dr. Gilberto (primaryAdvisor).

Subjects/Keywords: Educational leadership; Dropouts – United States

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APA (6^th Edition):

Viehweg, M. M. (2015). Claiming the Dream : A Study of Pushed Out Students Becoming Reengaged in School Work. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.3/147696

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Viehweg, Marlow Moser. “Claiming the Dream : A Study of Pushed Out Students Becoming Reengaged in School Work.” 2015. Thesis, California State University – East Bay. Accessed December 13, 2019. http://hdl.handle.net/10211.3/147696.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Viehweg, Marlow Moser. “Claiming the Dream : A Study of Pushed Out Students Becoming Reengaged in School Work.” 2015. Web. 13 Dec 2019.

Vancouver:

Viehweg MM. Claiming the Dream : A Study of Pushed Out Students Becoming Reengaged in School Work. [Internet] [Thesis]. California State University – East Bay; 2015. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10211.3/147696.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Viehweg MM. Claiming the Dream : A Study of Pushed Out Students Becoming Reengaged in School Work. [Thesis]. California State University – East Bay; 2015. Available from: http://hdl.handle.net/10211.3/147696

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The Ohio State University

8. Shepard, Carol Ann. No shows, dropouts, persisters, and graduates at a small predominantly black institution : a cohort analysis of selected intellective and non-intellective variables, 1974-75.

Degree: PhD, Graduate School, 1975, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486998966751106

Subjects/Keywords: Education; College attendance – United States; College dropouts – United States

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APA (6^th Edition):

Shepard, C. A. (1975). No shows, dropouts, persisters, and graduates at a small predominantly black institution : a cohort analysis of selected intellective and non-intellective variables, 1974-75. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486998966751106

Chicago Manual of Style (16^th Edition):

Shepard, Carol Ann. “No shows, dropouts, persisters, and graduates at a small predominantly black institution : a cohort analysis of selected intellective and non-intellective variables, 1974-75.” 1975. Doctoral Dissertation, The Ohio State University. Accessed December 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486998966751106.

MLA Handbook (7^th Edition):

Shepard, Carol Ann. “No shows, dropouts, persisters, and graduates at a small predominantly black institution : a cohort analysis of selected intellective and non-intellective variables, 1974-75.” 1975. Web. 13 Dec 2019.

Vancouver:

Shepard CA. No shows, dropouts, persisters, and graduates at a small predominantly black institution : a cohort analysis of selected intellective and non-intellective variables, 1974-75. [Internet] [Doctoral dissertation]. The Ohio State University; 1975. [cited 2019 Dec 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486998966751106.

Council of Science Editors:

Shepard CA. No shows, dropouts, persisters, and graduates at a small predominantly black institution : a cohort analysis of selected intellective and non-intellective variables, 1974-75. [Doctoral Dissertation]. The Ohio State University; 1975. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486998966751106

University of New Mexico

9. Korzekwa, Amy M. An Examination of the Predictive Validity of National Survey of Student Engagement Benchmarks and Scalelets.

Degree: Individual, Family, and Community Education, 2010, University of New Mexico

URL: http://hdl.handle.net/1928/10829

► Universities use the National Survey of Student Engagement (NSSE) to evaluate university quality. Student engagement is theorized to relate to student outcomes. Recently, the validity… (more)

Subjects/Keywords: Prediction of scholastic success – United States; College freshmen – United States; National Survey of Student Engagement – Validity; College dropouts – Prevention

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APA (6^th Edition):

Korzekwa, A. M. (2010). An Examination of the Predictive Validity of National Survey of Student Engagement Benchmarks and Scalelets. (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/10829

Chicago Manual of Style (16^th Edition):

Korzekwa, Amy M. “An Examination of the Predictive Validity of National Survey of Student Engagement Benchmarks and Scalelets.” 2010. Masters Thesis, University of New Mexico. Accessed December 13, 2019. http://hdl.handle.net/1928/10829.

MLA Handbook (7^th Edition):

Korzekwa, Amy M. “An Examination of the Predictive Validity of National Survey of Student Engagement Benchmarks and Scalelets.” 2010. Web. 13 Dec 2019.

Vancouver:

Korzekwa AM. An Examination of the Predictive Validity of National Survey of Student Engagement Benchmarks and Scalelets. [Internet] [Masters thesis]. University of New Mexico; 2010. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1928/10829.

Council of Science Editors:

Korzekwa AM. An Examination of the Predictive Validity of National Survey of Student Engagement Benchmarks and Scalelets. [Masters Thesis]. University of New Mexico; 2010. Available from: http://hdl.handle.net/1928/10829

University of Texas – Austin

10. DeRemer, Mark Alan. The Adult Student Attrition Decision Process (ASADP) model.

Degree: PhD, Educational Administration, 2002, University of Texas – Austin

URL: http://hdl.handle.net/2152/540

► Student attrition in higher education has remained a much studied but little understood phenomena that is costly both to education providers and students. According to… (more)

▼ Student attrition in higher education has remained a much studied but little understood phenomena that is costly both to education providers and students. According to the Digest of Educational Statistics (1999) the number of adult students (those over the age 24) attending colleges grew almost 6 times faster than the number of traditionally aged students in the last decade and now represent over 40 percent of all students enrolled in institutions of higher education. Many writers (e.g. Metzner & Bean, 1987 and Tinto, 1993) have noted that attrition rates for nontraditional students are higher than their traditional counterparts. This study identified the factors that influence adult student attrition and how those factors interrelate in an adult student’s attrition decision. The datum for this study was gathered from 3 focus groups comprised of adult students enrolled in undergraduate degree completion programs and 6 individual students also enrolled in the programs. Interactive Qualitative Analysis (IQA) methodology as developed by Northcutt (1997) and his associate Miles (1997) was used to generate, organize, and analyze the data generated by the focus groups. The study found Experiences with the School, Financial Concerns, and Unexpected Crises to be the primary drivers (or causes) that could initiate a chain of events that may ultimately lead to an adult student’s decision to drop out of school. The study also found that the principal dilemma confronting adult students is the ability to manage time, especially in regards to the struggle to juggle the competing demands of work, school, and family. This struggle to juggle causes students to feel stressed and apprehensive and/or to reevaluate the costs and benefits of continuing their educational pursuit. If the student can not bear the stress, or determines that the costs associated with continuing as a student outweigh the benefits, the student may decide to not persist to graduation. The results of the study also imply that since the relationship between the costs and the benefits of persisting changes as a student proceeds through their educational course, the nature of the decision to withdraw may also change. Advisors/Committee Members: Kameen, Marilyn C. (advisor).

Subjects/Keywords: College attendance – United States; College dropouts – United States

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APA (6^th Edition):

DeRemer, M. A. (2002). The Adult Student Attrition Decision Process (ASADP) model. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/540

Chicago Manual of Style (16^th Edition):

DeRemer, Mark Alan. “The Adult Student Attrition Decision Process (ASADP) model.” 2002. Doctoral Dissertation, University of Texas – Austin. Accessed December 13, 2019. http://hdl.handle.net/2152/540.

MLA Handbook (7^th Edition):

DeRemer, Mark Alan. “The Adult Student Attrition Decision Process (ASADP) model.” 2002. Web. 13 Dec 2019.

Vancouver:

DeRemer MA. The Adult Student Attrition Decision Process (ASADP) model. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2002. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/2152/540.

Council of Science Editors:

DeRemer MA. The Adult Student Attrition Decision Process (ASADP) model. [Doctoral Dissertation]. University of Texas – Austin; 2002. Available from: http://hdl.handle.net/2152/540

Western Carolina University

11. Shuford, Amanda Louise Bergeron. Study strategies and motives : utilization of an assessment tool for an individualized advising program.

Degree: 2016, Western Carolina University

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19444

► Though much of the research has evaluated the constructs that contribute to academic success,there has been minimal practical application of this useful information. The current… (more)

Subjects/Keywords: Counseling in higher education – United States; College student development programs – United States; Dropouts – Prevention; Motivation in education – Testing

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APA (6^th Edition):

Shuford, A. L. B. (2016). Study strategies and motives : utilization of an assessment tool for an individualized advising program. (Masters Thesis). Western Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19444

Chicago Manual of Style (16^th Edition):

Shuford, Amanda Louise Bergeron. “Study strategies and motives : utilization of an assessment tool for an individualized advising program.” 2016. Masters Thesis, Western Carolina University. Accessed December 13, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19444.

MLA Handbook (7^th Edition):

Shuford, Amanda Louise Bergeron. “Study strategies and motives : utilization of an assessment tool for an individualized advising program.” 2016. Web. 13 Dec 2019.

Vancouver:

Shuford ALB. Study strategies and motives : utilization of an assessment tool for an individualized advising program. [Internet] [Masters thesis]. Western Carolina University; 2016. [cited 2019 Dec 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19444.

Council of Science Editors:

Shuford ALB. Study strategies and motives : utilization of an assessment tool for an individualized advising program. [Masters Thesis]. Western Carolina University; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19444

Seton Hall University

12. Tripodi, Kirsten. Academic Persistence Factors for Students Who Delay College Entry.

Degree: PhD, Education Leadership, Management and Policy, 2010, Seton Hall University

URL: http://scholarship.shu.edu/dissertations/2461

► Many more students begin college than complete their degrees. Retaining students to graduation has been the objective of many research studies; however, college students… (more)

Subjects/Keywords: College attendance; College dropouts; College students; High school graduates; United States; Education; Educational Psychology; Higher Education

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APA (6^th Edition):

Tripodi, K. (2010). Academic Persistence Factors for Students Who Delay College Entry. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2461

Chicago Manual of Style (16^th Edition):

Tripodi, Kirsten. “Academic Persistence Factors for Students Who Delay College Entry.” 2010. Doctoral Dissertation, Seton Hall University. Accessed December 13, 2019. http://scholarship.shu.edu/dissertations/2461.

MLA Handbook (7^th Edition):

Tripodi, Kirsten. “Academic Persistence Factors for Students Who Delay College Entry.” 2010. Web. 13 Dec 2019.

Vancouver:

Tripodi K. Academic Persistence Factors for Students Who Delay College Entry. [Internet] [Doctoral dissertation]. Seton Hall University; 2010. [cited 2019 Dec 13]. Available from: http://scholarship.shu.edu/dissertations/2461.

Council of Science Editors:

Tripodi K. Academic Persistence Factors for Students Who Delay College Entry. [Doctoral Dissertation]. Seton Hall University; 2010. Available from: http://scholarship.shu.edu/dissertations/2461

University of North Carolina – Greensboro

13. Brown, Leslie Neal. Hear our stories: an examination of the external factors and motivating forces that help underprepared students succeed.

Degree: 2015, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18404

► Increasing the success rates of underprepared students remains a pressing concern in higher education - and rightly so. Bettinger and Long (2009) noted many students… (more)

Subjects/Keywords: College preparation programs – United States – Case studies; Educational equalization – United States – Case studies; Academic achievement – Social aspects – United States – Case studies; College attendance – United States – Case studies; College dropouts – United States – Prevention – Case studies; People with social disabilities – Education (Higher) – United States – Case studies; African American universities and colleges – United States

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APA (6^th Edition):

Brown, L. N. (2015). Hear our stories: an examination of the external factors and motivating forces that help underprepared students succeed. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18404

Chicago Manual of Style (16^th Edition):

Brown, Leslie Neal. “Hear our stories: an examination of the external factors and motivating forces that help underprepared students succeed.” 2015. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed December 13, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18404.

MLA Handbook (7^th Edition):

Brown, Leslie Neal. “Hear our stories: an examination of the external factors and motivating forces that help underprepared students succeed.” 2015. Web. 13 Dec 2019.

Vancouver:

Brown LN. Hear our stories: an examination of the external factors and motivating forces that help underprepared students succeed. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2015. [cited 2019 Dec 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18404.

Council of Science Editors:

Brown LN. Hear our stories: an examination of the external factors and motivating forces that help underprepared students succeed. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2015. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18404

University of New Mexico

14. Castle, Joshua. The Impact of the Academic Progress Rating on the Retention and Recruiting Strategies of NCAA Division I Football Programs.

Degree: Health, Exercise, and Sports Sciences, 2010, University of New Mexico

URL: http://hdl.handle.net/1928/11183

► In 2004, the National Collegiate Athletic Association (NCAA) adopted legislation that it hoped would help increase the graduation rates of student athletes. The Academic Progress… (more)

▼ In 2004, the National Collegiate Athletic Association (NCAA) adopted legislation that it hoped would help increase the graduation rates of student athletes. The Academic Progress Rating (APR), was designed to hold each individual athletic program accountable for keeping student athletes eligible and at the institution until the student athlete graduates. With this reform the NCAA attached land mark discipline measures for non compliance of the APR standards. The purpose of this study was to examine the impact that the APR has had on NCAA college football programs. Specifically, this study focused on assessing coaches and directors of football operations' (DFOs) responses to questions regarding the issues of contention by football coaches and DFOs that lie within the APR legislation and how this legislation has changed their recruiting and retention strategies. The 234 DFOs and coaches that serve in that position at NCAA Division I institutions were chosen as subjects for this study. They were asked to complete a survey containing questions about how the APR has changed their program's recruiting and retention strategy. In addition, they were asked how the APR has affected their program's graduation rate, amount of resources they and their athletic department have dedicated to academics, and the amount of transfers they have coming into and leaving their program, due to the APR. These responses were then analyzed to see if there were any differences among BCS automatic bid conferences and non-BCS automatic bid conferences. The results indicated that there was no significant difference between BCS and non-BCS programs in terms of retention and recruiting strategies due to the APR legislation. However, results did indicate that 45.6% of Division I college football programs changed their recruiting strategy. Of the respondents, 56.3% are slightly less, less, or extremely less likely to recruit prospects that are potential discipline problems. In addition, 64.1% of football programs were slightly less, less, or extremely less likely to recruit academically challenged prospects. While 45.7% of programs said they were slightly less, less or extremely less likely to recruit special admittance prospects. In terms of retention, 48.6% of football programs indicated that they were slightly more, more, or extremely more likely to retain discipline problems due to the APR. When faced with a student athlete that has convicted a misdemeanor, 17.5% of football programs responded they were slightly more likely or more likely to retain the student athlete. Other results from this survey showed that 66% of football programs and 75.7% of athletic departments have increased either money or resources to their academic budgets because of the APR legislation. Responses also implied that 61.1% of football programs were slightly more likely, more, or were extremely more likely to monitor class attendance due to the APR legislation. The results also indicated that 83.5% of football programs feel they have graduated more student… Advisors/Committee Members: Barnes, John, Seidler, Todd, Bova, Breda, Clement, Annie.

Subjects/Keywords: National Collegiate Athletic Association. Division I – Rules and practice; College athletes – Recruiting; Football players – Education – United States; Academic achievement; Dropouts – Prevention

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APA (6^th Edition):

Castle, J. (2010). The Impact of the Academic Progress Rating on the Retention and Recruiting Strategies of NCAA Division I Football Programs. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/11183

Chicago Manual of Style (16^th Edition):

Castle, Joshua. “The Impact of the Academic Progress Rating on the Retention and Recruiting Strategies of NCAA Division I Football Programs.” 2010. Doctoral Dissertation, University of New Mexico. Accessed December 13, 2019. http://hdl.handle.net/1928/11183.

MLA Handbook (7^th Edition):

Castle, Joshua. “The Impact of the Academic Progress Rating on the Retention and Recruiting Strategies of NCAA Division I Football Programs.” 2010. Web. 13 Dec 2019.

Vancouver:

Castle J. The Impact of the Academic Progress Rating on the Retention and Recruiting Strategies of NCAA Division I Football Programs. [Internet] [Doctoral dissertation]. University of New Mexico; 2010. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1928/11183.

Council of Science Editors:

Castle J. The Impact of the Academic Progress Rating on the Retention and Recruiting Strategies of NCAA Division I Football Programs. [Doctoral Dissertation]. University of New Mexico; 2010. Available from: http://hdl.handle.net/1928/11183

Virginia Tech

15. Vandett, Nancy McInnis. A naturalistic investigation of women's decisions to leave school: application of three theories to the problem of community college withdrawal.

Degree: EdD, Community College Education, 1985, Virginia Tech

URL: http://hdl.handle.net/10919/53612

Subjects/Keywords: LD5655.V856 1985.V36; College dropouts – United States

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APA (6^th Edition):

Vandett, N. M. (1985). A naturalistic investigation of women's decisions to leave school: application of three theories to the problem of community college withdrawal. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/53612

Chicago Manual of Style (16^th Edition):

Vandett, Nancy McInnis. “A naturalistic investigation of women's decisions to leave school: application of three theories to the problem of community college withdrawal.” 1985. Doctoral Dissertation, Virginia Tech. Accessed December 13, 2019. http://hdl.handle.net/10919/53612.

MLA Handbook (7^th Edition):

Vandett, Nancy McInnis. “A naturalistic investigation of women's decisions to leave school: application of three theories to the problem of community college withdrawal.” 1985. Web. 13 Dec 2019.

Vancouver:

Vandett NM. A naturalistic investigation of women's decisions to leave school: application of three theories to the problem of community college withdrawal. [Internet] [Doctoral dissertation]. Virginia Tech; 1985. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10919/53612.

Council of Science Editors:

Vandett NM. A naturalistic investigation of women's decisions to leave school: application of three theories to the problem of community college withdrawal. [Doctoral Dissertation]. Virginia Tech; 1985. Available from: http://hdl.handle.net/10919/53612

16. Horton, James F. (James Franklin). Multivariate Correlations of Community College Environment and Course Attrition to Retention in a Selected Community College.

Degree: 1982, North Texas State University

URL: https://digital.library.unt.edu/ark:/67531/metadc332085/

► The problem with which this study is concerned is the methodology that is used to assess the relationship between student perceptions of the college environment… (more)

Subjects/Keywords: college environments; student attrition; College attendance – United States.; College dropouts – United States.; College students – United States – Attitudes.; College environment.

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APA (6^th Edition):

Horton, J. F. (. F. (1982). Multivariate Correlations of Community College Environment and Course Attrition to Retention in a Selected Community College. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc332085/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Horton, James F (James Franklin). “Multivariate Correlations of Community College Environment and Course Attrition to Retention in a Selected Community College.” 1982. Thesis, North Texas State University. Accessed December 13, 2019. https://digital.library.unt.edu/ark:/67531/metadc332085/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Horton, James F (James Franklin). “Multivariate Correlations of Community College Environment and Course Attrition to Retention in a Selected Community College.” 1982. Web. 13 Dec 2019.

Vancouver:

Horton JF(F. Multivariate Correlations of Community College Environment and Course Attrition to Retention in a Selected Community College. [Internet] [Thesis]. North Texas State University; 1982. [cited 2019 Dec 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc332085/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Horton JF(F. Multivariate Correlations of Community College Environment and Course Attrition to Retention in a Selected Community College. [Thesis]. North Texas State University; 1982. Available from: https://digital.library.unt.edu/ark:/67531/metadc332085/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arizona

17. EMBRY, LOWELL RANDALL, JR. THE RELATION OF SELECTED PERSONAL, ENVIRONMENTAL, AND ACADEMIC CHARACTERISTICS TO STUDENT PERSISTENCE IN DIFFERENT TYPES OF INSTITUTIONS.

Degree: 1982, University of Arizona

URL: http://hdl.handle.net/10150/185015

► This study examined the relationship between ten selected characteristics and persistence in different types of four-year institutions. The characteristics examined were divided into three separate… (more)

▼ This study examined the relationship between ten selected characteristics and persistence in different types of four-year institutions. The characteristics examined were divided into three separate clusters: personal (sex, race, religion), environmental (socioeconomic status, parents' educational level, number of children in the family), and academic (aptitude, high-school grades, size, and program). The data were extracted from the National Longitudinal Study of the High School Class of 1972. The Carnegie classification was used to segregate four-year institutions of higher education into six major categories. Persistence in higher education was defined and examined in two different ways. In the first instance a persister was a student who enrolled in a particular institution in the fall of 1972 and graduated or continued his/her enrollment in the same type of institution according to the Carnegie classification on a full- or part-time basis through the fall of 1976. In the second instance a transfer student was defined as a student who persisted over the four-year period but moved his/her enrollment to an institution in other than the original Carnegie classification. First, data were gathered to examine the rates of student persistence. The resulting information was presented in tabular format. The second objective focused on the analysis of the relationship of the selected characteristics with persistence among and within the six classifications of institutions. The relationship of the selected characteristics and the distribution of persisting students among the six categories were analyzed. Different types of college-attendance patterns (persist, transfer, dropout) were isolated. These groups were compared using chi-square to determine significance of the comparisons. The findings were highlighted by the following statements. The recruitment and retention of black students in Research and Doctoral-Granting Universities were found ineffective. There was little difference between males and females in overall persistence rates. An association existed between religion and persistence in certain types of institutions illustrated by a strong overall persistence rate for Jewish students. High socioeconomic status students had a greater opportunity at institutional mobility by transferring into other classifications and then persisting in larger proportions than students in the low and medium range. As parental education levels increased so did the persistence rates of offspring. Aptitude and high-school grades were found strongly associated with persistence, however, different patterns were found in different institutional classifications.

Subjects/Keywords: College graduates – United States.; College dropouts – United States.; Transfer students – United States.; Education, Higher – United States.

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APA (6^th Edition):

EMBRY, LOWELL RANDALL, J. (1982). THE RELATION OF SELECTED PERSONAL, ENVIRONMENTAL, AND ACADEMIC CHARACTERISTICS TO STUDENT PERSISTENCE IN DIFFERENT TYPES OF INSTITUTIONS. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/185015

Chicago Manual of Style (16^th Edition):

EMBRY, LOWELL RANDALL, JR. “THE RELATION OF SELECTED PERSONAL, ENVIRONMENTAL, AND ACADEMIC CHARACTERISTICS TO STUDENT PERSISTENCE IN DIFFERENT TYPES OF INSTITUTIONS. ” 1982. Doctoral Dissertation, University of Arizona. Accessed December 13, 2019. http://hdl.handle.net/10150/185015.

MLA Handbook (7^th Edition):

EMBRY, LOWELL RANDALL, JR. “THE RELATION OF SELECTED PERSONAL, ENVIRONMENTAL, AND ACADEMIC CHARACTERISTICS TO STUDENT PERSISTENCE IN DIFFERENT TYPES OF INSTITUTIONS. ” 1982. Web. 13 Dec 2019.

Vancouver:

EMBRY, LOWELL RANDALL J. THE RELATION OF SELECTED PERSONAL, ENVIRONMENTAL, AND ACADEMIC CHARACTERISTICS TO STUDENT PERSISTENCE IN DIFFERENT TYPES OF INSTITUTIONS. [Internet] [Doctoral dissertation]. University of Arizona; 1982. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10150/185015.

Council of Science Editors:

EMBRY, LOWELL RANDALL J. THE RELATION OF SELECTED PERSONAL, ENVIRONMENTAL, AND ACADEMIC CHARACTERISTICS TO STUDENT PERSISTENCE IN DIFFERENT TYPES OF INSTITUTIONS. [Doctoral Dissertation]. University of Arizona; 1982. Available from: http://hdl.handle.net/10150/185015

Michigan State University

18. Bonkowski, Julia Haggin. Attitudes toward alcohol use, alcohol-consumption patterns, and the attrition of freshman students : is there a relationship?.

Degree: PhD, 1991, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:29261

Subjects/Keywords: Youth – Alcohol use – United States; College freshmen – Alcohol use – United States; College freshmen – United States – Attitudes; College attendance – United States; College dropouts – United States

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APA (6^th Edition):

Bonkowski, J. H. (1991). Attitudes toward alcohol use, alcohol-consumption patterns, and the attrition of freshman students : is there a relationship?. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:29261

Chicago Manual of Style (16^th Edition):

Bonkowski, Julia Haggin. “Attitudes toward alcohol use, alcohol-consumption patterns, and the attrition of freshman students : is there a relationship?.” 1991. Doctoral Dissertation, Michigan State University. Accessed December 13, 2019. http://etd.lib.msu.edu/islandora/object/etd:29261.

MLA Handbook (7^th Edition):

Bonkowski, Julia Haggin. “Attitudes toward alcohol use, alcohol-consumption patterns, and the attrition of freshman students : is there a relationship?.” 1991. Web. 13 Dec 2019.

Vancouver:

Bonkowski JH. Attitudes toward alcohol use, alcohol-consumption patterns, and the attrition of freshman students : is there a relationship?. [Internet] [Doctoral dissertation]. Michigan State University; 1991. [cited 2019 Dec 13]. Available from: http://etd.lib.msu.edu/islandora/object/etd:29261.

Council of Science Editors:

Bonkowski JH. Attitudes toward alcohol use, alcohol-consumption patterns, and the attrition of freshman students : is there a relationship?. [Doctoral Dissertation]. Michigan State University; 1991. Available from: http://etd.lib.msu.edu/islandora/object/etd:29261

University of North Carolina – Greensboro

19. Hutson, Bryant L. Monitoring for success : implementing a proactive probation program for diverse, at-risk college students.

Degree: 2006, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=956

► "This study examined the impact of the University of North Carolina Greensboro's Strategies for Academic Success (SAS 100) program on the self-efficacy and academic achievement… (more)

Subjects/Keywords: College dropouts – United States – Prevention; College students – Education (Higher) – United States; College attendance – United States

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APA (6^th Edition):

Hutson, B. L. (2006). Monitoring for success : implementing a proactive probation program for diverse, at-risk college students. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=956

Chicago Manual of Style (16^th Edition):

Hutson, Bryant L. “Monitoring for success : implementing a proactive probation program for diverse, at-risk college students.” 2006. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed December 13, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=956.

MLA Handbook (7^th Edition):

Hutson, Bryant L. “Monitoring for success : implementing a proactive probation program for diverse, at-risk college students.” 2006. Web. 13 Dec 2019.

Vancouver:

Hutson BL. Monitoring for success : implementing a proactive probation program for diverse, at-risk college students. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2006. [cited 2019 Dec 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=956.

Council of Science Editors:

Hutson BL. Monitoring for success : implementing a proactive probation program for diverse, at-risk college students. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2006. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=956

Michigan State University

20. Katip, William John. Differences between faculty and freshman perceptions of campus environments and freshman attrition rates.

Degree: PhD, Department of Educational Administration, 1986, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:26519

Subjects/Keywords: College freshmen – United States – Attitudes; College dropouts – United States – Attitudes; College teachers – United States – Attitudes

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APA (6^th Edition):

Katip, W. J. (1986). Differences between faculty and freshman perceptions of campus environments and freshman attrition rates. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:26519

Chicago Manual of Style (16^th Edition):

Katip, William John. “Differences between faculty and freshman perceptions of campus environments and freshman attrition rates.” 1986. Doctoral Dissertation, Michigan State University. Accessed December 13, 2019. http://etd.lib.msu.edu/islandora/object/etd:26519.

MLA Handbook (7^th Edition):

Katip, William John. “Differences between faculty and freshman perceptions of campus environments and freshman attrition rates.” 1986. Web. 13 Dec 2019.

Vancouver:

Katip WJ. Differences between faculty and freshman perceptions of campus environments and freshman attrition rates. [Internet] [Doctoral dissertation]. Michigan State University; 1986. [cited 2019 Dec 13]. Available from: http://etd.lib.msu.edu/islandora/object/etd:26519.

Council of Science Editors:

Katip WJ. Differences between faculty and freshman perceptions of campus environments and freshman attrition rates. [Doctoral Dissertation]. Michigan State University; 1986. Available from: http://etd.lib.msu.edu/islandora/object/etd:26519

University of North Texas

21. Clark, V. Allen. Enrollment Management in Higher Education: From Theory to Practice.

Degree: 2000, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc2651/

► This study investigated enrollment management practices found in higher education. The research identified enrollment management and retention practices described in the higher education literature. These… (more)

Subjects/Keywords: College attendance – United States.; College dropouts – United States.; Universities and colleges – United States – Administration.; Enrollment management; student retention

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APA (6^th Edition):

Clark, V. A. (2000). Enrollment Management in Higher Education: From Theory to Practice. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2651/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Clark, V Allen. “Enrollment Management in Higher Education: From Theory to Practice.” 2000. Thesis, University of North Texas. Accessed December 13, 2019. https://digital.library.unt.edu/ark:/67531/metadc2651/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Clark, V Allen. “Enrollment Management in Higher Education: From Theory to Practice.” 2000. Web. 13 Dec 2019.

Vancouver:

Clark VA. Enrollment Management in Higher Education: From Theory to Practice. [Internet] [Thesis]. University of North Texas; 2000. [cited 2019 Dec 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2651/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Clark VA. Enrollment Management in Higher Education: From Theory to Practice. [Thesis]. University of North Texas; 2000. Available from: https://digital.library.unt.edu/ark:/67531/metadc2651/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Rutgers University

22. Stokvis, Namhee, 1983-. Factors affecting college completion in a no-racial majority campus.

Degree: College, 2019, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/60513/

Subjects/Keywords: School Psychology; College attendance – United States; College dropouts – United States; Minorities – Education (Higher) – United States

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APA (6^th Edition):

Stokvis, Namhee, 1. (2019). Factors affecting college completion in a no-racial majority campus. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/60513/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Stokvis, Namhee, 1983-. “Factors affecting college completion in a no-racial majority campus.” 2019. Thesis, Rutgers University. Accessed December 13, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/60513/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Stokvis, Namhee, 1983-. “Factors affecting college completion in a no-racial majority campus.” 2019. Web. 13 Dec 2019.

Vancouver:

Stokvis, Namhee 1. Factors affecting college completion in a no-racial majority campus. [Internet] [Thesis]. Rutgers University; 2019. [cited 2019 Dec 13]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/60513/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stokvis, Namhee 1. Factors affecting college completion in a no-racial majority campus. [Thesis]. Rutgers University; 2019. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/60513/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Panlilio, Maria Carmen, 1965-. The effect of remediation and student support programs on the academic outcomes of underprepared college students.

Degree: PhD, Urban Systems, 2012, Rutgers University

URL: http://hdl.rutgers.edu/1782.1/rucore10002600001.ETD.000065054

►

Access to higher education is no longer enough. The issue of the achievement gap between Black and Hispanic students on the one hand and White… (more)

▼

Access to higher education is no longer enough. The issue of the achievement gap between Black and Hispanic students on the one hand and White and Asian students on the other do not disappear when these students enter college. The consequences of this achievement gap are felt most keenly by the Black and Hispanic students in the post-secondary years of education as they are required to complete remediation courses in college before proceeding to take college level coursework that counts towards degree completion. One of the key reasons for this achievement gap is the higher probability of minority students from disadvantaged backgrounds dropping out of college due to remediation requirements (Attewell, Lavin, Domina, & Levey, 2006; Carroll, 2007; Venezia, Kirst, & Antonio, 2003). Remedial education is one means by which colleges attempt to help underprepared college students succeed in college-level coursework. This dissertation is a quantitative analysis of the transition to college and the subsequent academic performance of underprepared college students at a public, four-year, minority-serving institution of higher education. The study examines the effect of remediation and student support programs provided at this institution to assist underprepared students succeed. The study combines the use of regression discontinuity design and multiple regressions to provide insight on the effect of remediation and student support programs on the academic outcomes of these students. Data from this study suggest that remediation alone, as it is currently delivered, is not effective in helping improve student outcomes. Student support programs show greater evidence of helping improve the academic outcomes of these students. Further research on a broader scale is needed as the generalizability of the student sample in this study is limited. Improved measures of academic outcomes are also recommended to better analyze the effect of remediation, support programs and other interventions needed to help underprepared students succeed in college.

Advisors/Committee Members: Panlilio, Maria Carmen, 1965- (author), SADOVNIK, ALAN R (chair), MILLER, LAWRENCE J (internal member), Backstrand, Jeffrey (internal member), Pacquiao, Dula (outside member).

Subjects/Keywords: Remedial teaching – United States; Academic achievement – United States; Minority college students – United States; College dropouts – Prevention

…related to education in the United States and other nations” (Carroll, 2007). The… …the United States. This report, Higher Education for American Democracy, argued that… …student sample by gender, ethnicity/race and first generation in college status… …transition to college and the subsequent enrollment patterns and academic outcomes of underprepared… …Students It Serves This study examined data from a four-year publicly funded college located in a…

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APA (6^th Edition):

Panlilio, Maria Carmen, 1. (2012). The effect of remediation and student support programs on the academic outcomes of underprepared college students. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10002600001.ETD.000065054

Chicago Manual of Style (16^th Edition):

Panlilio, Maria Carmen, 1965-. “The effect of remediation and student support programs on the academic outcomes of underprepared college students.” 2012. Doctoral Dissertation, Rutgers University. Accessed December 13, 2019. http://hdl.rutgers.edu/1782.1/rucore10002600001.ETD.000065054.

MLA Handbook (7^th Edition):

Panlilio, Maria Carmen, 1965-. “The effect of remediation and student support programs on the academic outcomes of underprepared college students.” 2012. Web. 13 Dec 2019.

Vancouver:

Panlilio, Maria Carmen 1. The effect of remediation and student support programs on the academic outcomes of underprepared college students. [Internet] [Doctoral dissertation]. Rutgers University; 2012. [cited 2019 Dec 13]. Available from: http://hdl.rutgers.edu/1782.1/rucore10002600001.ETD.000065054.

Council of Science Editors:

Panlilio, Maria Carmen 1. The effect of remediation and student support programs on the academic outcomes of underprepared college students. [Doctoral Dissertation]. Rutgers University; 2012. Available from: http://hdl.rutgers.edu/1782.1/rucore10002600001.ETD.000065054

24. Okimi, Patricia H. Student Retention Efforts iIn Generic Baccalaureate Schools Of Nursing.

Degree: 1983, North Texas State University

URL: https://digital.library.unt.edu/ark:/67531/metadc332347/

► The purposes of this study are to identify student retention strategies in generic baccalaureate schools of nursing and their supporting institutions to determine if these… (more)

Subjects/Keywords: nursing students; baccalaureate nursing programs; college dropouts; Nursing students – United States.; Nursing school dropouts.; Nursing schools – United States – Administration.

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APA (6^th Edition):

Okimi, P. H. (1983). Student Retention Efforts iIn Generic Baccalaureate Schools Of Nursing. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc332347/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Okimi, Patricia H. “Student Retention Efforts iIn Generic Baccalaureate Schools Of Nursing.” 1983. Thesis, North Texas State University. Accessed December 13, 2019. https://digital.library.unt.edu/ark:/67531/metadc332347/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Okimi, Patricia H. “Student Retention Efforts iIn Generic Baccalaureate Schools Of Nursing.” 1983. Web. 13 Dec 2019.

Vancouver:

Okimi PH. Student Retention Efforts iIn Generic Baccalaureate Schools Of Nursing. [Internet] [Thesis]. North Texas State University; 1983. [cited 2019 Dec 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc332347/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Okimi PH. Student Retention Efforts iIn Generic Baccalaureate Schools Of Nursing. [Thesis]. North Texas State University; 1983. Available from: https://digital.library.unt.edu/ark:/67531/metadc332347/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Reese, Ruth Norrine Ryida Re. Leading, learning, and teaching: an exploration of instructor leadership in a retention intervention program.

Degree: 2013, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=10080

► There is a distressing dilemma in higher education concerning the increase in student attrition rates (Angelino, Williams, & Natvig, 2007; Hagedorn, 2006; Kramer, 2007; Lau,… (more)

▼ There is a distressing dilemma in higher education concerning the increase in student attrition rates (Angelino, Williams, & Natvig, 2007; Hagedorn, 2006; Kramer, 2007; Lau, 2003, Seidman, 2005; Tinto, 2006). The seminal query of this study asks what higher education institutions are doing to effectively retain these students and secure student success. At a public university in the southeastern part of the United States, appreciative advising is utilized as a teaching strategy in a retention intervention program to answer this question. Developed as a theoretical framework by academic advisors where focus is on a student's strengths instead of on weaknesses (Bloom & Martin, 2002), appreciative advising was integrated into a curriculum designed to empower students to recover and retain academic good standing (Bloom, Hutson, & He, 2008; Bloom, Hutson, He, & Robinson, 2011; Hutson, 2006). This empowerment suggests a relationship between classroom instructor leadership and student self-leadership. The purpose of this study was to explore the perceptions of classroom instructors and how they describe their teaching experiences in this retention intervention program. The researcher desired to know how these classroom instructors perceived their role, experienced instructional leadership, and sought to facilitate self-leadership in their students. Specifically, how an appreciative mindset inspired transformational leadership, encouraged transformational teaching, and aspired to impact transformational learning. Utilizing a qualitative instrumental case study design and applying an interpretivist research paradigm, a total of eleven past and current instructors were interviewed employing online Email and Instant Messaging (IM)/Chat as a means of data collection (Briggs & Coleman, 2007). Unfortunately, the data analyses revealed 9 of the 11 instructors were neither familiar with the core principles of appreciative advising nor understand its relevancy to the retention intervention program. However, the data analyses also indicated the majority of instructors did perceive their role as influencing positive change in the attitudes and behaviors of their students regardless of this deficiency in their knowledge base. This evidenced an intuitive and deductive acknowledgment of appreciative advising in the instructors' teaching experience that innately supported an appreciative mindset. It is through the participants' appreciative mindset that appreciative advising and instructor leadership are explored. Several themes emerged from the data relative to leading, learning, teaching, and the appreciative mindset. These themes reflect the instructors' perceptions of their teaching experiences and student learning: (a) a sense of responsibility central to their desire to impact student success; (b) leadership defined as guiding versus influencing: (c) engaging with students in reflection a primary teaching strategy; (d) belief that student self-awareness contributes to empowerment resulting in self-appreciation; (e) opinion that… Advisors/Committee Members: Charles Gause (advisor).

Subjects/Keywords: Counseling in higher education – United States; College dropouts – United States – Prevention; Teacher-student relationships – United States

…southeastern part of the United States. The purpose of the program was to provide undergraduate… …However, the lack of literature on teachers as leaders in college and 1 university classrooms… …Titus, 2006). Most Americans agree that higher education, denoting college and university… …x28;2012) asserts “for many more students, college means the anxious pursuit of marketable… …Characteristics and Campus Environment Interactionalist Theory of College Student Departure Furthermore…

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APA (6^th Edition):

Reese, R. N. R. R. (2013). Leading, learning, and teaching: an exploration of instructor leadership in a retention intervention program. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=10080

Chicago Manual of Style (16^th Edition):

Reese, Ruth Norrine Ryida Re. “Leading, learning, and teaching: an exploration of instructor leadership in a retention intervention program.” 2013. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed December 13, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=10080.

MLA Handbook (7^th Edition):

Reese, Ruth Norrine Ryida Re. “Leading, learning, and teaching: an exploration of instructor leadership in a retention intervention program.” 2013. Web. 13 Dec 2019.

Vancouver:

Reese RNRR. Leading, learning, and teaching: an exploration of instructor leadership in a retention intervention program. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2013. [cited 2019 Dec 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=10080.

Council of Science Editors:

Reese RNRR. Leading, learning, and teaching: an exploration of instructor leadership in a retention intervention program. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2013. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=10080

Michigan State University

26. Green, Velvie C. Cultural factors influencing the persistence of African-American community college students.

Degree: PhD, Department of Educational Administration, 2003, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:33085

Subjects/Keywords: African American students – Social aspects – United States; Community college students – Social aspects – United States; African American dropouts – United States

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Green, V. C. (2003). Cultural factors influencing the persistence of African-American community college students. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:33085

Chicago Manual of Style (16^th Edition):

Green, Velvie C. “Cultural factors influencing the persistence of African-American community college students.” 2003. Doctoral Dissertation, Michigan State University. Accessed December 13, 2019. http://etd.lib.msu.edu/islandora/object/etd:33085.

MLA Handbook (7^th Edition):

Green, Velvie C. “Cultural factors influencing the persistence of African-American community college students.” 2003. Web. 13 Dec 2019.

Vancouver:

Green VC. Cultural factors influencing the persistence of African-American community college students. [Internet] [Doctoral dissertation]. Michigan State University; 2003. [cited 2019 Dec 13]. Available from: http://etd.lib.msu.edu/islandora/object/etd:33085.

Council of Science Editors:

Green VC. Cultural factors influencing the persistence of African-American community college students. [Doctoral Dissertation]. Michigan State University; 2003. Available from: http://etd.lib.msu.edu/islandora/object/etd:33085

27. Hood, Steven J. Interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning Sophomores at a southern university.

Degree: 2010, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/290

► The purpose of this study was to examine the interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning sophomores at… (more)

Subjects/Keywords: College students – United States

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APA (6^th Edition):

Hood, S. J. (2010). Interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning Sophomores at a southern university. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/290

Chicago Manual of Style (16^th Edition):

Hood, Steven J. “Interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning Sophomores at a southern university.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed December 13, 2019. https://scholar.utc.edu/theses/290.

MLA Handbook (7^th Edition):

Hood, Steven J. “Interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning Sophomores at a southern university.” 2010. Web. 13 Dec 2019.

Vancouver:

Hood SJ. Interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning Sophomores at a southern university. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2019 Dec 13]. Available from: https://scholar.utc.edu/theses/290.

Council of Science Editors:

Hood SJ. Interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning Sophomores at a southern university. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/290

University of Wisconsin – La Cross

28. Tirabassi, Andrea R. The relationship between social competence and student dropout.

Degree: 2013, University of Wisconsin – La Cross

URL: http://digital.library.wisc.edu/1793/67284

► School administrators across the country continue to search for new, effective interventions meant to alleviate the issue of student dropout. Researchers agree that such intervention… (more)

Subjects/Keywords: Social skills – Study and teaching – United States; High school students – Attitudes – United States.; High school dropouts – United States

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APA (6^th Edition):

Tirabassi, A. R. (2013). The relationship between social competence and student dropout. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/67284

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tirabassi, Andrea R. “The relationship between social competence and student dropout.” 2013. Thesis, University of Wisconsin – La Cross. Accessed December 13, 2019. http://digital.library.wisc.edu/1793/67284.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tirabassi, Andrea R. “The relationship between social competence and student dropout.” 2013. Web. 13 Dec 2019.

Vancouver:

Tirabassi AR. The relationship between social competence and student dropout. [Internet] [Thesis]. University of Wisconsin – La Cross; 2013. [cited 2019 Dec 13]. Available from: http://digital.library.wisc.edu/1793/67284.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tirabassi AR. The relationship between social competence and student dropout. [Thesis]. University of Wisconsin – La Cross; 2013. Available from: http://digital.library.wisc.edu/1793/67284

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Oklahoma

29. Garlough, Katherine Ann. The apparent strategies of universities with exemplary retention rates: A synthesis of academic cocurricular programming.

Degree: PhD, Department of Educational Leadership and Policy Studies, 2003, University of Oklahoma

URL: http://hdl.handle.net/11244/601

► Many institutions of higher education offer cocurricular programming opportunities outside of the classroom to supplement learning and to impact retention. While many retention studies have… (more)

Subjects/Keywords: Education, Higher.; College student orientation United States.; College dropouts United States Prevention.; Education, Curriculum and Instruction.; Education, Adult and Continuing.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Garlough, K. A. (2003). The apparent strategies of universities with exemplary retention rates: A synthesis of academic cocurricular programming. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/601

Chicago Manual of Style (16^th Edition):

Garlough, Katherine Ann. “The apparent strategies of universities with exemplary retention rates: A synthesis of academic cocurricular programming.” 2003. Doctoral Dissertation, University of Oklahoma. Accessed December 13, 2019. http://hdl.handle.net/11244/601.

MLA Handbook (7^th Edition):

Garlough, Katherine Ann. “The apparent strategies of universities with exemplary retention rates: A synthesis of academic cocurricular programming.” 2003. Web. 13 Dec 2019.

Vancouver:

Garlough KA. The apparent strategies of universities with exemplary retention rates: A synthesis of academic cocurricular programming. [Internet] [Doctoral dissertation]. University of Oklahoma; 2003. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/11244/601.

Council of Science Editors:

Garlough KA. The apparent strategies of universities with exemplary retention rates: A synthesis of academic cocurricular programming. [Doctoral Dissertation]. University of Oklahoma; 2003. Available from: http://hdl.handle.net/11244/601

University of Arizona

30. Foster, Emma Yellowhair. Persistence of Native American students at a university: An exploratory study.

Degree: 1995, University of Arizona

URL: http://hdl.handle.net/10150/187120

► The purpose of this study was to examine the relationship of selected student background variables and traits with academic persistence of first-time, full-time, Native American… (more)

Subjects/Keywords: College attendance – United States.; College dropouts – United States.; Indians of North America – Education (Higher)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Foster, E. Y. (1995). Persistence of Native American students at a university: An exploratory study. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/187120

Chicago Manual of Style (16^th Edition):

Foster, Emma Yellowhair. “Persistence of Native American students at a university: An exploratory study. ” 1995. Doctoral Dissertation, University of Arizona. Accessed December 13, 2019. http://hdl.handle.net/10150/187120.

MLA Handbook (7^th Edition):

Foster, Emma Yellowhair. “Persistence of Native American students at a university: An exploratory study. ” 1995. Web. 13 Dec 2019.

Vancouver:

Foster EY. Persistence of Native American students at a university: An exploratory study. [Internet] [Doctoral dissertation]. University of Arizona; 1995. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10150/187120.

Council of Science Editors:

Foster EY. Persistence of Native American students at a university: An exploratory study. [Doctoral Dissertation]. University of Arizona; 1995. Available from: http://hdl.handle.net/10150/187120

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Open Access Theses and Dissertations