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Faculty Perspectives and Participation in Implementing an Early Alert System and Intervention in a Community College

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Date Issued:
2017
Abstract/Description:
Early alert systems have been recognized as a high impact practice designed to improve student engagement and student success. Early alert is designed to identify students with at-risk behaviors early in the semester before they decide to drop-out, withdraw, or fail their classes, using resources such as a predictive analysis tool or advising. For an early alert to be successful and efficient, faculty should be included in the process of early alert. This qualitative study examined faculty's perspective and experiences when implementing early alert strategies and intervention in a two-year institution. Using Cranton's seven facets of transformative learning as a conceptual framework, this study examined the changes, perception, and experiences of faculty as a result of implementation. The literature reviews best practices that can be considered when faculty designs their early alert strategies and intervention. Participants shared their During and After Implementation Journal experience by completing reflection journals. After careful analysis of their journals and initial interview, the following major themes emerged: a) at-risk behaviors, b) high-impact practices, c) intentionality, d) personal connection, e) perspective transformation, and f) value. As a result of these themes, recommendations were provided to assist faculty development and change agents in two-year institutions in improving early alert methods to increase student success.
Title: Faculty Perspectives and Participation in Implementing an Early Alert System and Intervention in a Community College.
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Name(s): Bentham, Claudine, Author
King, Kathy (Kathleen), Committee Chair
Cox, Dr. Thomas, Committee Member
Hopp, Carolyn, Committee Member
Bosley, Michael, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2017
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Early alert systems have been recognized as a high impact practice designed to improve student engagement and student success. Early alert is designed to identify students with at-risk behaviors early in the semester before they decide to drop-out, withdraw, or fail their classes, using resources such as a predictive analysis tool or advising. For an early alert to be successful and efficient, faculty should be included in the process of early alert. This qualitative study examined faculty's perspective and experiences when implementing early alert strategies and intervention in a two-year institution. Using Cranton's seven facets of transformative learning as a conceptual framework, this study examined the changes, perception, and experiences of faculty as a result of implementation. The literature reviews best practices that can be considered when faculty designs their early alert strategies and intervention. Participants shared their During and After Implementation Journal experience by completing reflection journals. After careful analysis of their journals and initial interview, the following major themes emerged: a) at-risk behaviors, b) high-impact practices, c) intentionality, d) personal connection, e) perspective transformation, and f) value. As a result of these themes, recommendations were provided to assist faculty development and change agents in two-year institutions in improving early alert methods to increase student success.
Identifier: CFE0006857 (IID), ucf:51742 (fedora)
Note(s): 2017-12-01
Ed.D.
Education and Human Performance, Child, Family, and Community Sciences
Doctoral
This record was generated from author submitted information.
Subject(s): early alert system -- early alert strategies -- intervention -- at-risk behaviors -- transformative learning -- two-year institutions -- community colleges -- support -- college persistence -- college retention -- high impact practices -- student engagement -- active learning activities -- reflection -- adult learning principles -- faculty development -- higher education
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006857
Restrictions on Access: public 2017-12-15
Host Institution: UCF

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