Annotated Bibliography

Which of the following have you done, are you doing, or do you plan to do while attending this college?
   
  h. College orientation program or course
   
 

Derby, D.C., & Smith, T. (2004). An orientation course and community college retention. Community College Journal of Research and Practice, 28, 763-773.

Orientation and retention programs are common in institutions of higher education. The potential association between orientation programs and student retention, particularly within the community college sector, has long been neglected. This study presents an institutional view of a potential associative relationship between an orientation course and student retention measures. A chi-square analysis revealed a significant association among orientation program, student completion of degree, student retention, and student enrollment and persistence.

 

 

Miller, M.T., & Pope, M.L. (2003). Integrating technology into new student orientation programs at community colleges. Community College Journal of Research and Practice, 27(1), 15-33.

The higher education industry is increasingly technologically pervasive. Reports of required personal computer purchases or the outright awarding of computers to new students provide examples of the expectations institutions have for students. Little focus, however, has been placed on the preparedness of new college students to cope with the technologically driven campus. This may be particularly true on community college campuses where non-traditional students comprise a large percentage of the students. The current study identifies strategies for the exposure of new students to technology during new student orientation programs. Surveying senior student affairs officers in community colleges, institutional email accounts, and emphasizing the importance of technology were identified as potentially effective measures for integrating technology exposure and education into new student orientations.

 

 

Ryan, M.P., & Glenn, P.A. (2003). Increasing one-year retention rates by focusing on academic competence: An empirical odyssey. College Student Retention Research, Theory & Practice, 4(3), 297-324.

This article chronicles the 5-year effort of a comprehensive student development and advising center to identify the most effective support programs for increasing one-year retention rates for the first time freshmen at an urban metropolitan university. An initial analysis of student satisfaction data suggested that the institution had neglected the potential role of learning skills in promoting the academic integration that leads to institutional commitment and persistence in Tinto's (1993) student departure model. Focusing on students admitted in good academic standing, successive program development and evaluation efforts made it clear that the route to improving retention rates lay in increasing student learning skills and academic efficacy. The progression from intrusive advising programs to integrated and systematic learning skills instruction resulted in substantial gains in first-year retention rates for program participants. Such gains depended upon the development of a system of highly focused interventions and a commitment to the objective assessment of the retention impact of each intervention. In keeping with the injunctions of the Student Learning Imperative (Kuh et al., 1996), student affairs offices are urged to play a fundamental role in student retention by helping students acquire the active learning skills that facilitate academic integration and institutional commitment.

 

 

Schnell, C.A., & Doetkott, C.D. (2003). First year seminars produce long-term impact. Journal of College Student Retention. 4(4), 377-391.

Schnell & Doetkott analyzed data from seminar students and compare them to a matched comparison group. They found students who enrolled in the first year seminar were consistently retained in significantly greater numbers that those in the matched group.

 

 

Hagedorn, L.S., Maxwell, W., & Hampton, P. (2002). Correlates of retention for African-American males in community colleges. College Student Retention Research, Theory & Practice, 3(3), 243.

The retention rates of African-American men in community colleges are among the lowest of all ethnic groups nationally. This study analyzes organizational data for three cohorts of men in a longitudinal design for the three semesters (N=202), and uses logistic regression to identify the factors that best predict retention. The importance of high school grades, age, number of courses, a positive view of personal skills, clear high goals, and the early identification of a college major appear to be salient for this group and offer implications for practice.

 

 

Wild, L., & Ebbers, L. (2002). Rethinking student retention in community colleges. Community College Journal of Research and Practice, 26(6), 503-519.

Student retention is critical to the community college environment. To understand student retention issues in community colleges, it is necessary to identify the retention goal of the institution, the criteria, definitions, and data needed to monitor progress toward the retention goal. Only then can a retention program be designed and implemented. A plan to establish a college-wide retention program is included. An overview of past and present research pertaining to student retention is provided.

 

 

Bean, J., & Eaton, S.B. (2001). The psychology underlying successful retention practices. Journal of College Student Retention Research, Theory & Practice, 3(1), 73-89.

This article describes the psychological processes that lead to academic and social integration based on a retention model proposed by the authors (Bean & Eaton, 2000). It also describes how successful retention programs such as learning communities, freshman interest groups, tutoring, and orientation rely on psychological processes. Four psychological theories form the basis for our recommendations: attitude-behavior theory which provides the overall structure of the theoretical model, and coping behavioral (approach-avoidance) theory, self-efficacy theory, and attribution (locus of control) theory that lead to academic and social integration.

 

 

Braxton, J.M., & McClendon, S.A. (2001). The fostering of social integration and retention through institutional practice. Journal of College Student Retention Research, Theory & Practice, 3(1), 57-71.

This article presents institutional practices that spring from empirically grounded forces that influence social integration and retention. We present 20 recommendations for implementation by eight domains of institutional practice: academic advising, administrative policies and practices, enrollment management, faculty development, faculty reward system, student orientation programs, residential life, and student affairs programming.

 

 

Guarasci, R. (2001). Recentering learning: An interdisciplinary approach to academic and students affairs. Understanding the Role of Academic and Student Collaboration in Creating a Successful Learning Environment. New Directions for Higher Education, vol. 116, 101-109. San Francisco: Jossey-Bass.

Student success occurs within a crucible of good intentions. It requires delicate work, carefully orchestrated to support students, placing learning at the center of campus life. Without an alliance for learning between academic and student affairs, the institutional commitment to student achievement remains disjointed at a minimum, if not shallow in practice.

 

 

Walker, D.A., & Schultz, A.M. (2001). Reaching for diversity: Recruiting and retaining Mexican-American students. College Student Retention Research, Theory & Practice, 2(4), 313-325.

The authors focus on creating a comprehensive model for recruiting and retaining Mexican-American students. The academic and cultural issues facing Mexican-American students, as well as how Hispanic cultural values could be addressed in a comprehensive recruitment and retention model, are presented.

 

 

Colton, G.M., Connor, U.J., Shultz, E.L., & Easter, L.M. (1999). Fighting attrition: One freshman year program that targets academic progress and retention for at-risk students. College Student Retention Research, Theory & Practice, 1(2), 147-162.

After studying national literature and local needs, Kutztown University created the Student Support Services Freshman Year Program to help at risk freshman acclimate to the campus environment and succeed in college. This article presents the five-component program that has improved retention at the university and includes evaluative data.

 

 

Tinto, V. (1998). Colleges as communities: Taking research on student persistence seriously. The Review of Higher Education, 21(2), 167-177.

What would our colleges and universities look like if we took seriously the research on student persistence? What reforms in organization and pedagogy would we pursue if we used the findings on the impacts on college on students; persistence as a guide for our thinking? This paper argues that colleges and universities would be best served by reorganizing themselves in ways that promote greater educational community among students, faculty, and staff.

 

   
 

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