| dc.contributor.advisor |
Roueche , John E . |
|
| dc.contributor.committeeMember |
Parker , Randall M . |
|
| dc.contributor.committeeMember |
Holme , Jennifer J . |
|
| dc.contributor.committeeMember |
Garza -Nyer , Eva M . |
|
| dc.creator |
Mauppin , Shelia Fran |
|
| dc.date.accessioned |
2012 -07 -25T16 :52 :29Z |
|
| dc.date.accessioned |
2012 -11 -29T20 :51 :00Z |
|
| dc.date.available |
2012 -07 -25T16 :52 :29Z |
|
| dc.date.available |
2012 -11 -29T20 :51 :00Z |
|
| dc.date.created |
2012 -05 |
|
| dc.date.issued |
2012 -07 -25 |
|
| dc.date.submitted |
May 2012 |
|
| dc.identifier.uri |
http : / /hdl .handle .net /2152 /ETD -UT -2012 -05 -5159 |
|
| dc.description.abstract |
Nationally , nearly 40 % of full -time community college students drop out before the second year , and drop -out rates for part -time students are even more astounding . In 2008 , nearly 60 % of part -time community college students dropped out before year two . As community colleges embrace President Obama’s call for a 50 % increase in completion by 2020 , it is imperative that community college leaders find ways to retain and graduate students . A number of community and technical colleges utilize the Survey of Entering Student Engagement (SENSE ) to quantitatively measure early campus connections . Building on the institutional early connection benchmark score , this study qualitatively describes first -year , persisting , full - and part -time students’ perceptions of early campus experiences and the role that early connections play in their decision to persist . The study employs a qualitative research approach via a single case study . Twenty -four , first -year , second semester , consecutively enrolled , full - and part -time students , who mirrored the college’s population participated in semi -structured interviews and focus groups . Findings indicate that early connections , as defined by the SENSE were not instrumental in persistence ; however , a number of other factors were impactful : academic support ; social influences ; family support ; and academic success . This study may provide information that will enhance the understanding of community college student perceptions related to factors that encourage persistence , and it may provide community colleges that operate within similar conditions , resources , and constraints with useful information as they design early connection strategies . |
|
| dc.format.mimetype |
application /pdf |
|
| dc.language.iso |
eng |
|
| dc.subject |
Early engagement |
|
| dc.subject |
First to second semester retention in the community college |
|
| dc.subject |
Part -time student perceptions of early connections |
|
| dc.subject |
Full -time students perceptions of early connections |
|
| dc.subject |
Community college engagement |
|
| dc.title |
Early college connections : an investigation of first -year , persisting , full -time and part -time students' perceptions at a suburban community college |
|
| dc.description.department |
Educational Administration |
|
| dc.type.genre |
thesis |
* |
| dc.type.material |
text |
* |
| thesis.degree.name |
Doctor of Education |
|
| thesis.degree.level |
Doctoral |
|
| thesis.degree.discipline |
Educational Administration |
|
| thesis.degree.grantor |
University of Texas at Austin |
|
| thesis.degree.department |
Educational Administration |
|
| dc.date.updated |
2012 -07 -25T16 :52 :37Z |
|
| dc.identifier.slug |
2152 /ETD -UT -2012 -05 -5159 |
|