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Factors affecting student retention within a faculty-centered student advisement program at a rural community college

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dc.contributor.advisor Davis, Chad S. en_US
dc.contributor.advisor Lindner, James R. en_US
dc.creator Kantor, Anna Schuster en_US
dc.date.accessioned 2010-01-15T00:01:02Z en_US
dc.date.accessioned 2010-01-16T01:23:40Z
dc.date.available 2010-01-15T00:01:02Z en_US
dc.date.available 2010-01-16T01:23:40Z
dc.date.created 2007-05 en_US
dc.date.issued 2009-05-15 en_US
dc.identifier.uri http://hdl.handle.net/1969.1/ETD-TAMU-1226
dc.description.abstract The purpose of this descriptive and correlational study was to examine factors to determine if a faculty-centered student advisement program, which was implemented at a rural community college, affects student retention in a positive manner. The Community College Survey of Student Engagement (CCSSE) was incorporated, and data collected by this group provided the basis for the study. The study was a comparative study of quantitative parameters looking at five benchmarks. The five benchmarks included active/collaborative learning, student effort, academic challenge, student faculty interaction, and support for learners based on teaching, learning and retention in community colleges with regards to personal characteristics of age, gender, ethnicity, and enrollment status. Analysis of variance provided information between the benchmarks and personal characteristics and the quality of advising, and correlations were run using the various benchmarks and personal characteristics in order to determine any connections between the benchmarks themselves and quality of advising. In addition, the Quality Enhancement Plan (QEP), created by this rural community college, was analyzed from 2004 to 2006 to determine any inferred connection with the benchmarks and the quality of advising because of the implementation of the QEP. Findings show that, even though the survey CCSSE instrument used to determine student engagement and its function in student retention may not provide the most accurate results in general for Navarro College, the implementation of the faculty-centered student advisement program has coincided with an increase in graduation rates, an increase in fall to first fall persistence, and an increase in GPAs as evident at Navarro College. en_US
dc.format.medium electronic en_US
dc.format.mimetype application/pdf en_US
dc.language.iso en_US en_US
dc.subject retention en_US
dc.subject attrition en_US
dc.subject academic advising en_US
dc.subject community college en_US
dc.subject mentoring en_US
dc.title Factors affecting student retention within a faculty-centered student advisement program at a rural community college en_US
dc.type Book en
dc.type Thesis en
thesis.degree.department Agricultural Leadership, Education, and Communications en_US
thesis.degree.discipline Agricultural Education en_US
thesis.degree.grantor Texas A&M University en_US
thesis.degree.name Doctor of Education en_US
thesis.degree.level Doctoral en_US
dc.contributor.committeeMember Dooley, Kim E. en_US
dc.contributor.committeeMember Dooley, Larry M. en_US
dc.contributor.committeeMember Lawver, David A. en_US
dc.type.genre Electronic Dissertation en_US
dc.type.material text en_US
dc.format.digitalOrigin born digital en_US


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