A Framework for Examining Data and Taking Action to Increase Student Retention and Graduation

2011 ◽  
pp. 275-287
Author(s):  
Gita Wijesinghe Pitter ◽  
William Hudson
Keyword(s):  
Student Retention ◽  
Graduation Rates ◽  
Black College ◽  
College And University ◽  
Large State ◽  
Retention And Graduation Rates ◽  
Taking Action

Increasing student retention and graduation is one of the most difficult challenges facing Traditionally Black College and University (TBCUs). This chapter examines the type of data that is generally available and useful to issues of retention, and suggests a variety of possible actions that can be undertaken to address the findings and impact retention and graduation rates. The framework of IR data and possible actions to address problems revealed by data is based on the experiences at Large State A&M University. The issues revealed are common to many TBCUs, and it is hoped that this sharing of information will assist other TBCUs in addressing the important issues of retention and graduation rates.

A Framework for Examining Data and Taking Action to Increase Student Retention and Graduation

2012 ◽  
pp. 37-54
Author(s):  
Gita Wijesinghe Pitter ◽  
William Hudson
Keyword(s):  
Student Retention ◽  
Graduation Rates ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Large State ◽  
Retention And Graduation Rates ◽  
Taking Action ◽  
Black Colleges And Universities

Increasing student retention and graduation is one of the most difficult challenges facing Traditionally Black Colleges and Universities (TBCUs). This chapter examines the type of data that is generally available and useful to issues of retention, and suggests a variety of possible actions that can be undertaken to address the findings and impact retention and graduation rates. The framework of IR data and possible actions to address problems revealed by data is based on the experiences at Large State A&M University. The issues revealed are common to many TBCUs, and it is hoped that this sharing of information will assist other TBCUs in addressing the important issues of retention and graduation rates.

Reaching hard to reach students through student learning communities

2017 ◽  
Vol 3 (1) ◽  
pp. 259
Author(s):  
Patrick Blessinger
Keyword(s):  
Learning Communities ◽  
Student Retention ◽  
Student Satisfaction ◽  
Student Learning ◽  
Graduation Rates ◽  
First Year ◽  
Time Period ◽  
The Many ◽  
Retention And Graduation Rates

 Because of the many hurdles and adjustments that students face during their first year at university, it is, typically, during this crucial time period that students decide to continue with their studies, transfer to another university or quit attending university altogether. Student learning communities attempt to mitigate those factors that may lead to student dissatisfaction and non-engagement. To this end, student learning communities attempt to improve student satisfaction and engagement, and concomitantly, to improve student retention and graduation rates.

Fully integrating academic advising with career coaching to increase student retention, graduation rates and future job satisfaction

2018 ◽  
Vol 32 (2) ◽  
pp. 73-79 ◽  
Author(s):  
Thomas R. Tudor
Keyword(s):  
Job Satisfaction ◽  
Student Retention ◽  
Graduation Rates ◽  
Academic Advising ◽  
Career Planning ◽  
The United States ◽  
Academic Advisor ◽  
Career Coaching ◽  
New Approach ◽  
Retention And Graduation Rates

Higher education institutions in the United States are under increasing pressure to retain and graduate more students. Traditionally, the academic advisor helps students to meet degree graduation requirements and may also do some minor career advising. A new approach is proposed, in which career coaching with industry help becomes just as important and is formalized into the academic advisor’s role. Under this approach, students are advised in relation not only to their progress towards their degree, but also to their progress towards their career. They undergo a required process to choose a career and must make progress towards it while pursuing their degree. The use of formal career coaching combined with academic advising is based on goal-setting theory and career planning research. This new approach to advising may lead to increased student retention and graduation rates and also to higher job satisfaction after graduation.

(Re)Defining Queer and Trans* Student Retention and “Success” at Historically Black Colleges and Universities

2020 ◽  
Vol 21 (4) ◽  
pp. 497-519
Author(s):  
Steve D. Mobley ◽  
Leslie Hall
Keyword(s):  
Student Retention ◽  
Historically Black ◽  
Black Colleges ◽  
Faculty Members ◽  
Black College ◽  
Historically Black Colleges ◽  
Practice Model ◽  
Historically Black College ◽  
College And University ◽  
Black Colleges And Universities

Unfortunately, within the extant scholarship that has explored queer and trans* historically Black college and university (HBCU) students, the discourse(s) that deliberately center how they can be retained, persist, and ultimately graduate have largely been absent from the literature. Thus, this conceptual exploration offers strategies that HBCUs can and should utilize to ensure that their queer and trans* students persist and graduate. A practice-oriented model is also presented to serve as a guide for HBCU student affairs practioners, presidents, and faculty members to implement so that they may inculcate environments of “success” for their queer and trans* students. Ultimately, the “Queer and Trans* HBCU Student Engagement and Retention Practice Model” illustrates how HBCUs can engage their queer and trans* students during admissions or recruitment, matriculation, and even as alumni.

scholarly journals HIV/AIDS Knowledge of Undergraduate Students at a Historically Black College and University

Diseases ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 98 ◽  
Author(s):  
Prince Andrew ◽  
Azad Bhuiyan ◽  
Anthony Mawson ◽  
Sarah Buxbaum ◽  
Jung Sung ◽  
...  
Keyword(s):  
Hiv Infection ◽  
Historically Black ◽  
Undergraduate Students ◽  
Hiv And Aids ◽  
Black College ◽  
Cross Sectional Survey ◽  
Historically Black College ◽  
Infection Transmission ◽  
College And University ◽  
Aids Knowledge

Objective: This study among 400 undergraduate students enrolled at Jackson State University (JSU) study aimed to assess knowledge about HIV and AIDS among African-American undergraduate students attending a historically black college and university. A cross-sectional survey was conducted. Data were collected using a validated, self-administered, and standardized questionnaire on knowledge regarding risks for HIV and AIDS. Three hundred and eighty-six students (96.5%) had good knowledge about HIV and AIDS, although some participants had misconceptions about the modes of HIV infection transmission. There were no significant gender differences for HIV and AIDS knowledge among the participants (χ2 = 3.05; P = 0.08). In general we concluded that JSU undergraduate students had adequate knowledge about HIV transmission modes and AIDS, although some participants had misconceptions about the routes of HIV infection transmission. Hence, this study calls for strengthening HIV and AIDS awareness education among undergraduate students.

scholarly journals Artifacts and the Academic Motivation of African American Male Athletes

2019 ◽  
pp. 1-14
Author(s):  
Eric Bailey ◽  
Rhema Fuller
Keyword(s):  
African American ◽  
African American Male ◽  
Academic Motivation ◽  
College Athletes ◽  
The United States ◽  
Black College ◽  
Male Athletes ◽  
Historically Black College ◽  
College And University ◽  
Male College

This study sought to examine to examine the academic motivations of African American male college athletes at a historically Black college and university (HBCU). Self-determination theory (SDT) was incorporated as the theoretical framework. Data were collected via artifacts from seven African American male college athletes at a HBCU in the mid-southern region of the United States. Explanation of the artifacts by the participants revealed that they were motivated by their family, their faith, and their resiliency. Findings, and their implications for research and practice, are discussed and presented.

Building Positive Mentoring Experiences for Black Male Faculty at a Historically Black College and University

2018 ◽  
pp. 179-200
Author(s):  
James Edward Osler II
Keyword(s):  
Historically Black ◽  
Role Models ◽  
Black Colleges ◽  
Black College ◽  
Historically Black Colleges ◽  
Access To Higher Education ◽  
Positive Role ◽  
Historically Black College ◽  
College And University ◽  
Black Colleges And Universities

This chapter outlines how historically Black Colleges and Universities (HBCUs) have served an important role in promoting access to higher education for Black faculty when other venues were closed to them. During their inception, HBCUs were far from equal in terms of infrastructure, resources, and operating budgets; these inequities persist to the present day. HBCUs have a rich legacy of producing charismatic leaders. For example, W. E. B. Du Bois, Martin Luther King, Jr., Thurgood Marshall, Ella Baker, Barbara Jordan, and Stokely Carmichael who all valiantly advocated for societal change for all and served as positive role models to many African Americans. Black colleges also provide a rich source of social networks to students, fostering an empowering educational climate (Palmer & Gasman, 2008).

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