College Retention Initiatives: Meeting the Needs of Millennial Freshman Students

Autor/in	Turner, Patrick
Titel	College Retention Initiatives: Meeting the Needs of Millennial Freshman Students
Quelle	(2012), (150 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-3160-8
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; College Freshmen; Colleges; Academic Persistence; Dropouts; Barriers; Qualitative Research; Case Studies; Interviews; Study Skills; Teacher Student Relationship; Academic Support Services; Generational Differences + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienanfänger; College; Hochschule; Fachhochschule; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Studientechnik; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Increased difficulty in retaining millennial students (individuals born between the years 1982-2002) within or after the first year of attending a college or university has become an alarming problem facing higher educational institutions in the United States. This study explored the opinions and perceptions of freshman, sophomore, and non-returning freshman (students who had dropped out of the university) students to understand the obstacles and enablers of transitioning into the college environment. The qualitative case study used interviews to collect, analyze, and describe the data from 30 formal interviews conducted at a large public four-year research institution. Ten participants each from the freshmen, sophomore, and non-returning freshmen student population were interviewed. The data were analyzed which surfaced common themes and patterns that served as either an obstacles or enablers to the first-year millennial freshmen experience. The present study revealed initiatives and programs that engaged first-year students, the need for development of effective freshman study skills, the importance of collaborative instructor-student relationships, and a need to improve academic services-support services. Results provided insight into how educational leaders, instructors, administrators, and policy makers can develop a balanced social and academic first-year experience for millennial freshmen students transitioning into the college environment. Recommendations are provided regarding constructing strategic plans, interventions, and programs to increase the opportunity for student academic success, increase freshmen retention, and optimize institutional resources. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01