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INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.
When it was originally released, Thriving in Transitions: A Research-Based Approach to College Student Success represented a paradigm shift in the student success literature, moving the student success conversation beyond college completion to focus on student characteristics that promote high levels of academic, interpersonal, and intrapersonal performance in the college environment. The authors contend that a focus on remediating student characteristics or merely encouraging specific behaviors is inadequate to promote success in college and beyond. Drawing on research on college student thriving completed since 2012, the newly revised collection presents six research studies describing the characteristics that predict thriving in different groups of college students, including first-year students, transfer students, high-risk students, students of color, sophomores, and seniors, and offers recommendations for helping students thrive in college and life. New to this edition is a chapter focused on the role of faculty in supporting college student thriving.
With the changing demographics of our college campuses, institutional success is contingent on the success of historically underserved students now more than ever. The purpose of the current study is to identify predictors and risk factors of college success for Latino and first generation college students, and examine the role that high impact practices (HIP) play on academic achievement and retention. The study will comprise two parts, the first is a survey and the second is a mixed method pilot study testing the effectiveness of an HIP-based intervention. In the first study 379 participants completed a questionnaire that assessed experience of academic and social burden, academic self-efficacy, college persistence, perceived availability of social support, and engagement in HIPs. In the second study, 33 participants were placed into three study conditions (control, HIP, and HIP with financial literacy training) to participate in a 10-week mentorship intervention promoting the use if HIPs. Results revealed that academic and social burden significantly predicts lower college persistence and academic self-efficacy. Furthermore, analyses found that social support mediates between burden and college persistence, and bolsters academic self-efficacy. Additionally, the evidence suggests that HIPs may play a protective role on GPA and college persistence. Notably, these relationships were stronger for Latino and first generation college students. The current study has yielded some insights into historically underrepresented students' experiences and needs in college and how HIPs can be leveraged to promote student success.