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Second-Year to Third-Year in College: Identifying Factors in the Decision 'Not to Return'
Title
Second-Year to Third-Year in College: Identifying Factors in the Decision 'Not to Return'.
Creator
Viau, Paul, Cintron Delgado, Rosa, Owens, J. Thomas, Haciomeroglu, Erhan, Griffiths, Barry, Ehasz, Maribeth, University of Central Florida
Abstract / Description
The purpose of this research was to determine if there are characteristics that can be identified as predictors in an undergraduate's second year of college that may forecast the possibility of students' attrition prior to their third year. This current research was based on the literature that identified the following variables as impacting issues of retention and attrition between the second and third years in college: Term of admission offer, type of admission offer (Roth-Francis, 2013),...
Show moreThe purpose of this research was to determine if there are characteristics that can be identified as predictors in an undergraduate's second year of college that may forecast the possibility of students' attrition prior to their third year. This current research was based on the literature that identified the following variables as impacting issues of retention and attrition between the second and third years in college: Term of admission offer, type of admission offer (Roth-Francis, 2013), home mailing address (Tierney, 2000), gender and age (Schaller, 2010), college enrolled in and major (Graunke (&) Woosley, 2005; Pascarella (&) Terenzini, 2005), ethnicity (Miller (&) Herreid, 2009; Sciarra (&) Whitson, 2007), first generation status (Paulsen (&) St. John, 2002), hours completed (Pattengale, 2000), overall grade point average and university grade point average (Gohn, Swartz, (&) Donnelly, 2001; Pascarella (&) Terenzini, 2005), residency status (Paulsen (&) St. John, 2002), and ACT score and SAT score (Miller (&) Herreid, 2009). The cohorts examined consisted of students who began their freshman collegiate careers in the Summer or Fall terms from 2009 to 2013, and had completed two years at a university located in a southeastern state. When merged, there were 26,957 rows of data collected.The results of the Multicollinearity and Path Analysis indicated, among other things, three attrition areas at the end of the second year. These variables included university GPA, hours completed, and major. Regarding recommendations, it was suggested to build a second-year advising, mentoring, and faculty/professional staff outreach infrastructure to increase the retention rates of second-year students who may be at-risk of attrition.
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Date Issued
2016
Identifier
CFE0006411, ucf:51471
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006411
A Phenomenological Analysis of Undergraduate Teaching in the United States and the United Kingdom from the Perspective of Current and Former Exchange Students
Title
A Phenomenological Analysis of Undergraduate Teaching in the United States and the United Kingdom from the Perspective of Current and Former Exchange Students.
Creator
Griffiths, Barry, Owens, J. Thomas, Cintron Delgado, Rosa, Welch, Kerry, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description
While once almost indistinguishable, the systems of higher education in the United States and the United Kingdom have diverged during the past 200 years to the point where today there are few similarities. However, due to increasing globalization and the growing ubiquity of the internet, many contemporary issues in higher education are often faced by institutions across the globe.After detailing the historical role of scholarship and teaching in the two countries, this study concentrates on...
Show moreWhile once almost indistinguishable, the systems of higher education in the United States and the United Kingdom have diverged during the past 200 years to the point where today there are few similarities. However, due to increasing globalization and the growing ubiquity of the internet, many contemporary issues in higher education are often faced by institutions across the globe.After detailing the historical role of scholarship and teaching in the two countries, this study concentrates on two aspects that have been extensively researched in recent years, namely the role of technology in the classroom and the balance that many modern day faculty must seek with regard to teaching and research. A new perspective on these issues is then explored by considering the perceptions of current and former exchange students from the United States and the United Kingdom. Data were collected by interviewing 12 students representing eight universities in the two countries, and an analysis was conducted according to established phenomenological principles. Four primary themes emerged as a result, which allowed me to seek commonalities and differences with the existing literature, and make suggestions for the direction of future research.The conclusions made center around how students want technology to be used by faculty in a moderated fashion, and a distinction is formed between the way in which faculty and institutions in the two countries use web-based technology. With regard to the teaching-research nexus, this study largely refutes the notion that contemporary faculty prioritize research to the detriment of undergraduate students, and posits that the two disciplines are integrated in the sense that they can positively affect each other.
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Date Issued
2014
Identifier
CFE0005800, ucf:50042
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005800