Download Free Community College Student Withdrawal Book in PDF and EPUB Free Download. You can read online Community College Student Withdrawal and write the review.

PARENTING NEVER ENDS. From the founders of the #1 site for parents of teens and young adults comes an essential guide for building strong relationships with your teens and preparing them to successfully launch into adulthood The high school and college years: an extended roller coaster of academics, friends, first loves, first break-ups, driver’s ed, jobs, and everything in between. Kids are constantly changing and how we parent them must change, too. But how do we stay close as a family as our lives move apart? Enter the co-founders of Grown and Flown, Lisa Heffernan and Mary Dell Harrington. In the midst of guiding their own kids through this transition, they launched what has become the largest website and online community for parents of fifteen to twenty-five year olds. Now they’ve compiled new takeaways and fresh insights from all that they’ve learned into this handy, must-have guide. Grown and Flown is a one-stop resource for parenting teenagers, leading up to—and through—high school and those first years of independence. It covers everything from the monumental (how to let your kids go) to the mundane (how to shop for a dorm room). Organized by topic—such as academics, anxiety and mental health, college life—it features a combination of stories, advice from professionals, and practical sidebars. Consider this your parenting lifeline: an easy-to-use manual that offers support and perspective. Grown and Flown is required reading for anyone looking to raise an adult with whom you have an enduring, profound connection.
In selecting an area within education to focus on for my disquisition, I chose to focus on dual enrollment programs. Dual enrollment, a nationwide program allowing high school students to take college classes, prepares high school students to plan and organize postsecondary goals such as obtaining a degree from a two or four-year higher education institution. Preparation comes from earning college credit by taking classes related to the student’s major of choice. For the context of this disquisition, I narrowed the focus to the service region of Southwestern Community College in the western mountains of North Carolina (Appalachia). In North Carolina, high school students can take college courses tuition-free. This makes dual enrollment particularly beneficial to students in the Appalachia region because most people in this area live below the poverty line and have a lower rate of obtaining degrees beyond the high school diploma (Lawrence & King, 2018). Through dual enrollment, students can earn certificates in fields such as business, automotive, and emergency medical science. This allows them to go straight into the workforce upon high school graduation (Cowan, 2017). Students can also receive credit toward two and four-year degree programs. This means less course work to pay for when the student graduates from high school and attends an institution of higher education for the purpose of obtaining a degree (Daley, 2017). The tuition-free component makes dual enrollment undeniably advantageous. However, students are not always fully educated by college staff on how to best use this opportunity which creates long- and short-term difficulties for dual enrollment students later on. A particular issue creating problems has been students being withdrawn from a college course or courses. In my experience, often when a dual enrollment student receives a withdrawal, the student does not fully understand what withdrawing means or that withdrawing has consequences attached, such as the withdrawal being recorded as an “F” on the high school transcript (Smith, 2018). After reviewing the problems I saw as a dual enrollment coordinator, working with students facing the aftermath of their withdrawals, I wanted to create a system that helped students better understand the consequences associated with being withdrawn. My goal was to lower withdrawal rates and alleviate repercussions from withdrawals by proposing an intervention that sought to introduce an advising component to the dual enrollment student population at Southwestern. This was my attempt to remedy a problem of practice and help students get more out of their dual enrollment experience.
Persistence is a serious concern for colleges, typically accepting a higher share of marginalized students than their university counterparts. Unfortunately, many students are expelled from their professional programs for poor performance in a process called mandatory withdrawal. The experiences and knowledge that community college students hold are vital to social justice-oriented professions such as social services work. Large numbers of mandatory withdrawals in social services programs means that the social work profession suffers for their lack of ability to complete their programs and enter the field. This mixed methods study explores the process of failure and mandatory withdrawal of Social Services Work community college students, implications for social work education, and the social justice orientation of social work. Students reported significant personal and emotional burdens at the time of college-going that interfered with their ability to make the crucial social and academic integration necessary for success in post-secondary education. Students reported having very little faculty or support services interaction, and often left their programs without much intervention from the institution at all. Involuntarily withdrawn from their programs, most had very poor recall of their academic life, which speaks to poor academic integration. The failure process is examined and implicated in that most of the withdrawn students did not access help once the failure process began, symbolic of a kind of auto-pilot the students experienced once they began to fail classes. A lack of personal agency was found in several dimensions of the student experience as students seemed to follow the failure trajectory out of the program but are surprised by the withdrawal. Implications for transformative vocational education in community college social services programs and the social work profession are discussed.