Student engagement and retention

This paper presents findings from a study of Australian and New Zealand academics (n = 276) that teach tertiary education students. The study aimed to explore participants’ early experiences of learning analytics in a higher education milieu in which data analytics is gaining increasing prominence. Broadly speaking participants were asked about: (1) Their teaching context, (2) Their current student retention activities, (3) Their involvement in, and aspirations for, learning analytics use, (4) Their relationship with their institution around learning analytics. The sampled teaching staff broadly indicated a high level of interest but limited level of substantive involvement in learning analytics projects and capacity building activities. Overall, the intention is to present a critical set of voices that assist in identifying and understanding key issues and draw connections to the broader work being done in the field.

This research study investigated student involvement/engagement based on educational origin. The 190 students in the sample graduated with bachelors ’ degrees from a public university in the southeastern United States in either 2006 or 2007. Results of the data analysis showed that students were involved/engaged at their university on statistically different levels based on their educational origin. Indigenous students were different from the transfer students but the transfer students were the same regardless from where they originated. The indigenous students were the most involved, followed by transfers from junior/community colleges. Transfer students from four-year colleges and universities were the least involved/engaged.

Universities are increasingly looking Learning Gains as a means for the effective measurement of student progress and the contribution they make to their students’ learning and development. However, there remains much to understand about the validity and reliability of these measures used. This paper seeks to probe the relationship between how students understand and interpret the learning gains they experience and the proxy measures of learning gain such as assessment marks universities use. The findings are based on an analysis of nineteen semi-structured interviews of UK distance learners. The paper will present key findings and discuss their significance in respect to how to reconcile students own experience of gain and proxy measures of gain and the assumptions on which learning gain measures are predicated.

Currently, education in Brazil is a sector with many competitors, who have bet on the potential growth of the sector in the country given its notorious public educational deficit. In this context, differentiation strategies by Higher Education Institutions (HEI) become necessary in the search for attracting and retaining students. The purpose of this research consisted on investigate the Relationship Quality-Based Student Loyalty model proposed by in the context of the Brazilian HEI sector adding also a new construct to the previous model that is brand love. To collect empirical evidence, a survey was conducted with 306 students. The research showed the strength of three antecedents in the construction of students' emotional commitment to HEI, namely: social and academic integration, perceived quality and trust. These results also found that brand love is an outcome of student's loyalty to the HEI. Thus, the greater the emotional commitment, the greater the student's loyalty and, consequently, his brand love to the HEI.

In this ever changing, fast -paced world, it becomes so clear that what we once thought was the "norm," is not quite so much anymore. Many terms and stereotypes have been turned around and reevaluated, along with perceptions. No longer is the typical college student the preppy, well-bred, Ivy League male. Now, there are students of every gender, ethnicity, race, age, etc. in the collegiate world. There is also an increase of students with disabilities. According to The Boston Globe, the percentage of college young adults with disabilities has more than doubled nationwide from 15 to 32 percent . Disability, contrary to popular belief, does not just mean that someone is confined to a wheelchair. It can mean physical, mental, developmental, intellectual, etcetera. We have chosen to focus not only on different types of disabilities that college student's face, but how they deal with it, and what various institutions implement in order to assist the student. Many times the results are heartwarming, but unfortunately not in every case. During the course of this project, a member of our team had the opportunity to talk with Patrick Stewart about what it is like being a student with a disability on Western Kentucky University's campus. After speaking with him we learned that it is not only our campus that needs major adjustment, but our students, staff, and faculty who need to be more aware of students with disabilities.

Narrative learning, or storytelling, has emerged as a powerful pedagogical tool in medical education, offering benefits in making complex concepts relatable and memorable. Incorporating popular comics and movies, such as Marvel characters, into microbiology lectures brings humor and liveliness, stimulating curiosity and breaking monotony. For instance, Shigella’s invasive tactics were compared to the ability of Dr. Strange to access hidden dimensions, simplifying its intracellular pathogenesis.
This approach caters to diverse learning styles: visual learners benefit from illustrations, auditory learners from storytelling, and kinesthetic learners from interactive role-plays. Feedback highlights increased enthusiasm and interaction, affirming cine-meducation as a creative, effective teaching method that can activate emotional centers and improves academic performance.
Keywords: Cartoon in teaching, cinema-education, narrative based teaching, story-telling

With divergent educational processes brought forth through the unforeseen circumstances such as a global pandemic, students have become obligated to pursue virtual means towards obtaining their education. Therefore, this study seeks to review the different formats of virtual learning processes and methodologies that are currently made available to students based on student and user perception and technology adoption efforts. Through comparative analysis efforts identifying synchronous, hybrid and asynchronous virtual educational standards across multiple publications and understanding technology acceptance models (TAM) and theories such as perceived usefulness, it is understood that virtual learning efforts which pursue an asynchronous methodology are more comparable in contrast other formats.

Small colleges and universities have long made special claims to their commitment to engaged teaching. While undergraduate teaching and learning is central to the mission of these types of institutions, it is only in the past 15 years that they have begun to create, on a wide scale, coordinated and comprehensive programs to support faculty members in their quests to become effective teachers. Such programming helps make the good teaching and learning occurring on those campuses not only more visible, but also more critically informed and deliberate. Small colleges and universities that make claims to take teaching seriously but do not support faculty openly and intentionally, with formal programs that they can point to, are quickly becoming a thing of the past.

Too often outreaches and interventions designed to support students transitioning to higher education, are developed by academics who may not have a full understanding of the complexity and diversity of their students’ realities. This disconnect explains why, in most cases, interventions are reactive instead of proactive. In this article, we draw on our experiences in terms of the design and implementation of a Student Resource Centre (SRC) to advocate for student and staff collaborative design. The student-run initiative works with students as partners to constitute and operationalise an innovative near-peer mentoring and support space. The mixed-methods study draws on social-cultural learning theory on student engagement and reflective practice tools. We explain how a student’s sense of belonging is central to their success, progression, and graduation. This article highlights the need to contextualise and personalise institutional support for students.

The Virtual University was established in 2002 and it is the first Pakistani University based completely on modern information and communication technologies. The sub campuses are situated in one hundred cities of Pakistan and these campuses are facilitating students to provide infrastructure. The dropout rate is continuously increasing during the last three years. The main objective of the study was to find out the causes of female dropout at undergraduate level. The study was qualitative in nature. A semi structured interview was developed to collect the information. The data was collected from the drop out female students of April, 01, 2015 to March, 3

Creaton in Northamptonshire was the venue for the writing retreat that contributed to this volume of articles – the University’s second writing retreat. Hard on the heels of the success of the first event (Creating Bridges) a group of staff from across the University met during Easter week 2010 to discuss, review and write the various chapters in this volume. A wider cross-section of staff was involved this time extending beyond the CETL to encompass staff involved in research informed teaching and teaching and learning projects or those who just wanted to write about their own teaching and learning practices. Not forgetting our guest external, Jamie Thompson, a National Teaching Fellow at the University of Northumbria, who has been working with us on various projects

TO REFLECT ON THEIR EXPERIENCES at a private liberal arts college, ten students of color met with the president, key administrators, and several white faculty members a few weeks before graduation. All from low-income families and urban environments, these undergraduates had entered the institution through a program designed to protect them from the alienation and disengagement often experienced by underrepresented students. Before the start of their freshman year, this cohort was equipped with resistant responses to the racist stereotypes and differential treatment they would likely encounter, they were socialized to rely on each other for friendship and support, and they were exposed to recent liberal arts college alumni who shared with them useful navigational insights. In sum, they entered this predominantly white institution prepared to productively confront racially stressful educational conditions. Four years later, they attended a meeting to reflect as seniors on how strikin...

Supported education programs provide support and services so people with a major mental illness can begin or continue postsecondary education. 124 students from three supported education sites were surveyed for five semesters to assess demographic and service utilization information, education and employment outcomes, predictors of school completion and job/education fit. The study showed that students completed 90% of their college course work and achieved an average grade point of 3.14. Increases were noted in the number of students living independently. Type of psychiatric diagnosis was not a predictor of school completion but having one's own car and number of psychiatric hospitalizations prior to program participation were predictors. The school retention rate was comparable to the general population of part-time students; employment rates (42%) during the study were lower than the population of other part-time students but higher than the population of people with mental illness generally. There were no significant changes in either quality of life or self-esteem. Students reported a job/education fit of 50%.

We detail some lessons learned while designing and testing a decision-theoretic advising support tool for undergraduates at a large state university. Between 2009 and 2011 we conducted two surveys of over 500 students in multiple majors and colleges. These surveys asked students detailed questions about their preferences concerning course selection, advising, and career paths. We present data from this study which may be helpful for faculty and staff who advise undergraduate students. We find that advising support software tools can augment the student-advisor relationship, particularly in terms of course planning, but cannot and should not replace in-person advising.

Students have certain expectations of tertiary education, which may include how they will be taught and how they will learn. Most of the current generation of students are technologically savvy and use technology for academic work and social interaction, and as such may expect technology to play an important role in teaching and learning. However, universities are renowned for their traditional teaching approaches. Many lecturers do not use any form of technology in their courses, while a smaller group of
lecturers use technology extensively. The use of technology in and out of the classroom can improve learning outcomes, and lead to student satisfaction and success. In an attempt to improve participation and engagement in diverse large classes, the Commerce, Law and Management (CLM) Faculty at the University of the Witwatersrand (Wits) purchased clickers, or Student Response Systems, for all first year students. The first priority was to use these clickers for active student engagement with immediate feedback in lectures. While it is recognised that this is not the most up-to-date technology, clickers were chosen over other options for various reasons, not least of which is that all students have equal access to the devices. At the beginning of 2015, clickers were introduced in three first-year courses in the CLM Faculty. This study employed a mixed-methods research design, using qualitative and quantitative data collection methods to investigate the approaches, uses, benefits and challenges of using clickers in CLM. It was found that clickers were extremely beneficial in engaging the class and allowing anonymous participation. Immediate feedback was found to be very useful and most students and lecturers enjoyed the experience, although technical and software challenges were experienced. Lecturers wanting to adopt clickers should attend appropriate training and slowly phase in the use of clickers until they are comfortable using them.

This book has been one of my favourites since it was published in 2017, and I have recently taken it out of the shelf again when I was reminded by Prof. George Kuh as keynote speaker during the Stellenbosch University Experiential Education Conference that indeed we should engage our students at every turn in their academic career at university. George Kuh has inspired a generation of Student Affairs practitioners with what now seems intuitive, common sense and obvious: engaged students do better. The book Engaging Students: Using Evidence to Promote Student Success, edited by Francois Strydom, George Kuh and Sonia Loots, uses evidence powerfully to support the notion that we should rely on evidence to support student success. As a whole, it offers a comprehensive view on student engagement in South Africa and elsewhere, and argues cogently that evidence-based decision-making yields good results, reliably. Each chapter brings a unique argument, context and lens to the engagement discourse. I will highlight some of the gems the book offers, but want to assert that each chapter makes an actionable, valuable and insightful contribution to our knowledge on student engagement in South Africa and beyond. Strydom and Foxcroft argue in Chapter 2 that, together with institutional data, student engagement-the focus on what students do-can illuminate some of the questions around social cohesion that the higher education sector has been grappling with. In Chapter 5, Loots, Kinzie and Oosthuysen examine the notion of high impact practices (HIPs) and unpack the conceptualisations underpinning these. They raise some concerns around equitable participation in these, which is also an issue raised by others, including Carolissen (2014) who emphasises the importance of access, participation and inclusion of all groups of students in HIPs if we are to achieve equitable outcome and a context that enables all students an equal opportunity to flourish. Coates and Radloff, Chapter 6, discuss the value of using engagement data to shift institutional practices and to leverage change. Their chapter concludes with emphasising that "engagement is an inherently contextualised phenomenon" (p. 145), prophetically heralding the shift to open online education, as we have seen recently due to the corona brought to you by CORE View metadata, citation and similar papers at core.ac.uk

This qualitative phenomenological study investigates the transition to college experience for students with learning disabilities who participated in a high school transition-to-college curriculum. Utilizing individual, semi-structured interviews with seven graduates from an independent school for students with learning disabilities currently enrolled in college, the study seeks to deepen understanding of their lived experiences and provide recommendations for enhancing outcomes in this student population. The findings underscore the importance of transition-to-college preparation that allows students to acclimate to the challenges of college life. The results align with existing research highlighting the benefits of prior knowledge about one's learning disabilities, familiarity with accessing accommodations, and understanding one's rights under educational mandates. The study contributes to the existing literature by providing insights into the specific experiences and needs of students with learning disabilities transitioning to college, ultimately aiming to improve support and resources for this population.

Due to their rather strong practical orientation, Professional Higher Education Institutions (PHEIs) are attracting a large number of new student groups, the so-called non-traditional students (NTS). To be truly inclusive, such institutions must reflect this diversity of students and adapt structurally and culturally to their needs. Therefore, PHEIs particularly mirror the diversity of our societies in line with the "Principles and Guidelines to Strengthen the Social Dimension of Higher Education in the EHEA", which considers the need for ensuring a representation of a "heterogeneous social profile of society at large in the EHEA countries". The main mission of the InclusiPHE project is to improve policies, mechanisms, culture and practices at PHE institutions for inclusive engagement of NTS, pursuing the vision that an inclusive environment in PHEIs is linked to a full engagement of all students in every aspect of Teaching and Learning, institutional decision-making, management and participation in student life in the wider sense. This policy paper aims to address recommendations for fostering inclusive student engagement in PHE based on the lessons learned through the project. These recommendations will provide PHE institutions with an in-depth knowledge of the needs and capacities of their diverse student body and suggest strategies for improving the academic environments for all students and for optimally supporting the (formal and informal) students’ engagement. The report compiles descriptions of the main concepts and findings of the project, as well as a set of recommendations for inclusive student engagement specifically aimed at the PHE sector.

This research brief summarizes issues related to campus climate issues and disability, to improve social and educational outcomes for students with disabilities, support faculty and staff with disabilities, and increase understanding of disability among nondisabled members of the campus community. Instead of relying on disability services offices to address all aspects of disability on campuses, this report argues for various constituencies beginning a cultural shift on campuses to create a more positive campus climate for people with disabilities. Definitions of campus climate are provided, with examples of barriers for students with disabilities. Policy and practice recommendations include conducting evaluations of existing disability practices, creating diverse ways for the campus community to get information about disability, and supporting campus-wide engagement with disability. Examples of campuses that have implemented research-based recommendations are provided, as well as considerations for future research. (Contains 3 figures and 1 table.)

The field of student affairs is continuously evolving to meet the changing needs of students and institutions in the higher education sector. Globally, there is a strong focus on enhancing student engagement and support through programmes, clubs, and extracurricular activities, aiming to foster personal growth, a sense of belonging, transferable skills and competences. Student mental health and wellness have become a priority, with colleges and universities expanding counselling services and providing resources to address the growing mental health challenges among students. Other forms of counselling, advising, as well as peer support, have also moved closer to the centre. Additionally, there is an increasing emphasis on creating inclusive campus environments through diversity, equity, and inclusion initiatives, which aim to promote equity, social justice, and support underrepresented student populations. Career development and employability are also key areas, with student affairs departments collaborating with career services offices on and off campuses to provide students with resources for career exploration and job placements. Lastly, the integration of technology and digital engagement has allowed student affairs professionals to connect with students through online platforms, virtual advising, and social media strategies. Many of these developments have been enhanced and accelerated by the experience of the Covid-19 pandemic. Student affairs in Africa mirrors these developments closely as it continues to adapt to the changing needs and expectations of students on the continent. At the same time, student affairs professionals in Africa and the global South more broadly, face unique contextual challenges in their work. Limited financial resources and infrastructure, unequal access to technology, and socioeconomic disparities, all pose obstacles to providing comprehensive student support services. Creatively involving students in the provision of student experiences and services is increasingly becoming a recognised feature in African student affairs (Holtzhausen & Wahl, 2022). Additionally, Co-production of research outputs Website platform Research workshops and events Research mentorship and professional development Webinars and virtual meetings Social justice commitment COP-Student Affairs in Africa Research Africa and global South focus Multimedia knowledge dissemination

There are numerous factors which have a role in impacting students' experiences at higher education institutions. The study's main objectives are to determine which support structures at institutions of higher learning promote a conducive environment for student success. Secondly, to explore activities that institutions of higher learning can consider when addressing the issue of academic success. The paper focuses on the Honors Living-Learning Community (HLLC) at Rutgers University – Newark (RU-N), New Jersey as a case study to examine how it successfully ensures its students' academic success. A self-report survey was conducted to examine the experiences of HLLC alumni to identify factors impacting students’ academic success. The 2018 to 2021 alumni at the Honors Living-Learning Community (HLLC) at Rutgers University – Newark (RU-N) were the population for this study. The study opted for the theoretical framework of Tinto and Pusser; two noted theorists on student succ...

This article provides a consolidated picture of patterns and trends in student retention in Australian universities. Common reasons for student withdrawal and strategies to improve student retention are also explored using both empirical research and a review of the literature. Further, the ...

FACEBOOK USE AND ENGAGEMENT OF COLLEGE FRESHMEN The purpose of this research was to investigate the effects of intensity of Facebook use and compare the effects of Facebook use with retention program participation on the engagement of college freshmen. The sample consisted of 141 freshmen at the University of West Florida (UWF). The participants were surveyed using questions from the National Survey of Student Engagement (NSSE) and the Facebook Intensity Scale. Participants were compared on engagement, intensity of Facebook use, and participation in a first-year seminar and/or living learning community. The data were analyzed through ANOVA, Kruskal-Wallis, MANOVA, t-test, and regression analysis. No significant difference in NSSE means was found between intensity of Facebook user groups. No significant causal relationship was found between individual Facebook Intensity Scale scores and NSSE scores. A significant difference in NSSE means was found between participants and non-participants in the living learning community. No significant difference in NSSE group means was found between participants and nonparticipants in the first-year seminar course. No significant difference in NSSE means was found between the combination of intensity of Facebook use and program participation groups. While Facebook did not have a significant effect on freshmen engagement in this data set, the website is highly used by college freshmen and could be a supplement to higher education retention programming. ix are learning communities and first-year seminars (

This summary provides an overview of the rationale, objectives, and expected benefits of hosting a National Great Teachers Seminar, holding a regional, state, or local seminar, or sending participants to such an event. It presents a compelling case for organizing an event, sending participants, and outlines the potential advantages for the
institution, the faculty, and the broader academic community. It aims to justify allocating resources and highlights the likely impact on both individual faculty members and the institution.
“The focus of the seminar is not on the teaching of specific fields, but rather on the art of teaching as such. The emphasis is on the nature of a great teacher. It is a quest for The Great Teacher, and, as in the case of any quest, the questers learn much about themselves” (Gottshall, 1993), (see Appendix A).

Data from the Healthy Mind Study were analyzed using hierarchical multiple regression analyses to determine the role of discriminatory experience in students’ confidence in their ability to persist through graduation, controlling for age, extracurricular activity participation, housing, years in their degree program, and their sense of belonging. The final sample consists of 4,708 college students—57.1% women, 70.8% Whites, 7.4% Blacks, 10.4% Asians, and 10.4% Latinx. A final hierarchical multiple regression with discrimination and covariates revealed an overall model that explained 15.5% of the total variance of confidence to persist (F [12, 4574] = 76.762, p < .001). The frequency of discriminatory experiences explains a statistically significant percentage of the variance in students’ confidence in their ability to persist. Thus, efforts to minimize students’ discriminatory experiences need to be increased. This study offers an initial step that institutions can implement to s...

This paper examines the effects of product innovation and service quality on brand equity mediated by relationship quality. To date, the patterns in past research show that there is less attention been paid to examine the importance of product innovation and service quality in affecting brand equity. Thus, in order to explore our knowledge in this area, this study was conducted among car users in Northern region of Malaysia. The data were analyzed using SPSS and Structural Equation Modeling (SEM). The findings indicated that product innovation and service quality have significant positive effects on relationship quality and brand equity. Moreover, the findings revealed that relationship quality mediates the relationship between product innovation and brand equity. It also shows that relationship quality mediates the relationship between service quality and brand equity. Based on these results, several implications and future research suggestions are discussed in this paper in order to explore our knowledge towards the importance of product innovation and service quality in affecting relationship quality and brand equity.

Since its inception in the 1980s, First Year Experience (FYE) programs remain an essential part of ensuring the success of freshmen, promoting retention, and further developing the strength of American higher education. Because of the stamina of the FYE reform, substantiation of this reform is apparent across the campuses of American colleges and universities. Undeniably, the reform has stood the test of time, and through endless efforts, continues to in uence rst-year students across the United States. Different today, however, American colleges and universities have not changed in the responsibility for providing positive experiences for students, faculty, and administrators.

Learning Management Systems (LMS) are web-based systems allowing instructors and/or students to share materials and interact online. We explored the differences between undergraduate students at a large residential campus with students at a smaller commuter campus who used the same LMS. We examined students' survey responses, focusing on items related to materials management and interactive teaching and learning. We also examined aggregated log data to see if students' use was consistent with their beliefs. Students from both campuses rate highly all activities and tools within the LMS. Findings suggest, however, that residential students value activities and tools for materials management more than commuter students, while commuter students value activities and tools fostering interactive teaching and learning more than residential students.

Establishing positive social relationships is important for students' success and retention in higher education (HE). This can be especially challenging during the transition into HE since students often move to a larger educational setting and need to build relationships with new peers and staff. Research is needed to better understand social connections during this critical time, including the role of demographics, curricular and extracurricular participation, and how peer and staff connections predict academic achievement. Surveys of 290 first-year students at a large US public university assessed with whom students were interacting, how often, for what reasons, and with what modes of communication. Results include a detailed description of students' interpersonal connections at the transition into HE, differences by demographics, curricular, and extracurricular participation, and the associations between students' patterns of relationships and their academic achievement.

There are numerous factors which have a role in impacting students' experiences at higher education institutions. The study's main objectives are to determine which support structures at institutions of higher learning promote a conducive environment for student success. Secondly, to explore activities that institutions of higher learning can consider when addressing the issue of academic success. The paper focuses on the Honors Living-Learning Community (HLLC) at Rutgers University – Newark (RU-N), New Jersey as a case study to examine how it successfully ensures its students' academic success. A self-report survey was conducted to examine the experiences of HLLC alumni to identify factors impacting students’ academic success. The 2018 to 2021 alumni at the Honors Living-Learning Community (HLLC) at Rutgers University – Newark (RU-N) were the population for this study. The study opted for the theoretical framework of Tinto and Pusser; two noted theorists on student succ...

In a study exploring how organizational identification impacted college retention and performance outcomes at a university in the United States, we found the mere act of taking the survey emerged as an unexpectedly strong result. Using propensity score matching, we found that those who took the voluntary survey during the first week of school were 6%, 9%, and 11% more likely to retain by the second, third, and fourth semesters, respectively. Participation in a short survey had notable retention predictive power 18 months later. These results provoke a series of questions on retention much more broadly considered and invite us to recalibrate our understanding of mechanisms for improving retention.

There are numerous factors which have a role in impacting students' experiences at higher education institutions. The study's main objectives are to determine which support structures at institutions of higher learning promote a conducive environment for student success. Secondly, to explore activities that institutions of higher learning can consider when addressing the issue of academic success. The paper focuses on the Honors Living-Learning Community (HLLC) at Rutgers University – Newark (RU-N), New Jersey as a case study to examine how it successfully ensures its students' academic success. A self-report survey was conducted to examine the experiences of HLLC alumni to identify factors impacting students’ academic success. The 2018 to 2021 alumni at the Honors Living-Learning Community (HLLC) at Rutgers University – Newark (RU-N) were the population for this study. The study opted for the theoretical framework of Tinto and Pusser; two noted theorists on student succ...

2008, 110 pp., 3 tables, references, 50 titles. The general purpose of the study was to compile current descriptive information for recent graduates from career school sector institutions that reveals the significant factors which contributed to their program completion. The research project focused upon career school program completers. The scope of the study was directed to recent program completers at two career schools in Texas which offer a cross-section of programs designed to provide students specific skills for immediate employment. Based upon an extensive review of literature and the input of a focus group of experienced career school administrators and faculty members, seven variables were determined to be worthy of a focused study of their possible contributions to career school program completion. The variables were ability to accept responsibility for completion, academic preparedness, family or friends support system, self-esteem, life skills preparedness, sense of being goal-oriented, and sense of connectedness to the school. It was determined that each of the seven variables existed prominently in the majority of these recent graduates. The researcher concludes that there is a tremendous need for continued study that is focused on career school sector students. The paper offers the suggestion of a specific retention program that can be employed by career school administrators to emphasize the 7 variables and implement specific interventions designed to increase student retention and program completion.

Patterns of attrition at a midwestern research university were examined through telephone interviews of 622 students who had left the institution prematurely and through analysis of institutional data to compare school leavers with those who stayed. This comparison found that school leavers were more likely to have lower college admission test scores, be Hispanic (but less likely to be African American), and more likely to have an educational loan. Reasons given by students for leaving the university were diverse, and included (in order of frequency mentioned): family or personal problems, financial difficulties, felt faculty didn't care about students, unable to get needed academic advice, believed that program in preferred academic area was poor, and felt that classes were poorly taught. Results suggest that student/institutional mismatch is a major reason for students leaving. The following recommendations are offered: (1) establish an early alert system; (2) fully utilize the campus learning center; (3) enhance financial resources and strengthen financial advising; and (4) strengthen professional and peer advising efforts. Five tables detail the study's findings. (Contains 16 references.) (DB)

Campus discussions of disability inevitably turn to images of students who use wheelchairs negotiating a maze of curb cuts and out-of-reach countertops, along with insistent offers, from able-bodied, well-meaning peers, faculty, or staff, of "Here, let me help!" The expanding enrollment of students with disabilities of all kinds at American colleges and universities presents a significant challenge, for both those whose disabilities shape their experiences on campus in challenging ways and those who seek to include them. Of concern to all is how the postsecondary community views these students and responds to their needs. Jones (1996) identified three "prevailing theoretical frameworks for understanding students with disabilities" (p. 348). First, from a "functional limitations framework," each affected student is viewed as having a disabling condition, and this biological fact "[governs] the student' s sense of self, [explains] all problems experienced by the student, and [renders] the student in need of help and support" (Jones, 1996, p. 349). (Also see Fine and Asch, 1988, and Hahn, 1991.) Implied in this view is the need to rehabilitate the individual as the remedy to challenges of disability. A second framework is the "minority group paradigm," which focuses on issues of "alienation, marginalization, discrimination, and oppression" (Jones, 1996, p. 349). Accordingly, students with disabilities "may not be understood fully without considering consequences of minority group status, privilege, and the disabling environment" (p. 350). A remedy to exclusion is found in group solidarity, political action, and institutional advocacy. The third framework, "social constructivism," emerges from an understanding that "much of what is believed about disability results from meanings attached by those who are not disabled and challenges the assumptions upon which those meanings rest" (p. 350). The social constructivist remedy to challenges

Open and distance learning (ODL) provides unique challenges for student retention and course completion. In an increasingly competitive educational environment, measures such as retention and completion form the basis for the evaluation of institutional and student performance. Information and Library Studies (ILS) faculty at the Open Polytechnic achieve and maintain consistently high retention and completion rates across their faculty-taught ODL courses. This research documents the development and application of strategies that contribute to these high success rates. Information and Library Studies faculty, through a framework of action research, undertook an analysis of implementation strategies designed to support student retention and completion. This framework provided a methodological foundation for focus-group discussion. The faculty evaluated and disseminated the strategies derived from these focusgroup discussions across other ILS courses in an iterative process of application and analysis. Strategies for retention and completion in this research are discussed in the context of course selection, orientation, layered support, communication between students and faculty, support between student and faculty, social interaction, and community building in an ODL environment.

Students' preferences towards learning styles have been well documented by research other than Kolb's. Pask (1988) for instance, demonstrated students learn best when the instructor's teaching style matches their learning preferences; mismatches, on the other hand, lessened this learning. Research has also shown that students tend to study in academic disciplines most resembling their learning styles (Feldman, 1989). Under some conditions, gender and race can also influence what and how students learn (Oakes, 1990). Opinions differ, however, about the reasons for gender and race-related learning differences. The most compelling argument lies on differences

The design of a suitable interconnection network for inter-processor communication is one of the key issues of the system performance. In this study a new irregular interconnection network IABN (Irregular Augmented Baseline) has been proposed. IABN is designed by modifying existing ABN (Augmented Baseline Network). ABN is a regular multi-path network with limited fault tolerance. IABN provides three times more paths between any pair of source-destination in comparison to ABN. The ABN and IABN MINs are analyzed and compared in terms of performance parameters namely Bandwidth, Cost and Bandwidth per unit Cost. The proposed network IABN provides much better fault-tolerance and almost double bandwidth at the expanse of little more cost than ABN.

Optical communication are necessary for achieving reliable, fast and flexible communication. Advances in electro-optic technologies have made optical communication a reliable networking choice to meet the increasing demands for high bandwidth and low communication latency of high-performance computing/communication applications. So optical networks gives high performance as well as low latency. Although optical MINs hold great promise and have advantages over their electronic networks, they also hold their own challenges. This paper compares electronic and Optical MINs. The design issues and solution approaches available for optical MINs are also explained and analyzed.

Purpose The purpose of this paper is to examine student, program and institutional support characteristics that relate to cohort intent to persist among Professional Golfers’ Association Golf Management University Program (PGA-GMUP) undergraduate students from 12 universities. Design/methodology/approach A survey instrument was created and disseminated to the targeted population. Multiple regressions were used to analyze the 473 responses of students’ intention to persist across the three independent variables (student, program and institutional support). Findings The research findings suggest higher levels of college GPA, career goals specific to the student’s desire to become a PGA professional, higher levels of faculty engagement, higher levels of satisfaction with major, being a leader in the student association and involvement in the student association are related to students’ intent to persist. Conversely, the results suggest career goals focused on being happy instead of gra...

The demand for professional student support and transition programmes is increasing unabatedly while higher education in Africa proceeds on its trajectory of rapid expansion and massification even in the context of the changing circumstances presented by the ongoing Covid-19 pandemic. At the same time as participation in higher education widens, there is also increased pressure for efficiency, relevance, and success, to ensure that students are equipped with relevant knowledge, skills, and competencies, develop personally and socio-culturally, and succeed academically, by making successful transitions into and through higher education and into the world of work and livelihoods. An evidence-based development of high-impact interventions using multiple methods, including student engagement surveys and action research approaches, is a proven strategy (Strydom et al., 2016). The development of context-relevant, high impact cocurricular programmes, support services and interventions by means of a reflective scholarship of Student Affairs and Services (SAS), institutional research and reflective practice, is also an imperative in the professionalisation of SAS in Africa. Transition support for students with various identities and the intersectionality of their identities with other factors such as coming from disadvantaged backgrounds, being firsti.

This chapter examines the differences between institutions with high and low levels of involvement in service learning as well as the differences between students with high and low levels of involvement. The study shows a correlation between institutional organization and service-learning emphasis and describes, at the student level, correlations between service-learning involvement and both deep approaches to learning and self-reported gains.