Persistence of community college students: The influence of student intent and academic and social integration

Bers, Trudy H.; Smith, Kerry

doi:10.1007/bf00992627

Cited by 163 publications

(129 citation statements)

References 19 publications

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“…One study suggested that students' academic integration, together with educational objectives, predicts their persistence in the HEIs (Bers & Smith, 1991). In addition to formal studies, informal interaction with faculty members plays a vital role in the students' academic integration (Terenzini & Pascarella, 1977).…”

Section: Academic and Social Integrationmentioning

confidence: 99%

Academic Integration of Mainland Chinese Students in Germany

2017

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This article presents an analysis of the academic integration experiences of mainland Chinese tertiary-level students in Germany. Using Tinto's model, the article explores the challenges that Chinese students face during their academic integration, the strategies they employ, and the relationship between academic and social integration. The data were collected in spring 2016 by interviewing 26 mainland Chinese students studying either in German universities or universities of applied sciences. Four major challenges were identified and analyzed: language barrier, knowledge gap, pedagogical differences, and cultural differences. An important outcome of the study presented is that social integration serves as a facilitator for enhancing academic integration, but is not a prerequisite for academic success. Group learning with peers was found to enhance learning outcomes. Overall, Chinese students have exploited their own advantages in academic integration by exploring feasible strategies and benefiting from their past learning experiences. It is suggested that academic integration as a long and challenging process for international students should be acknowledged by the German HEIs, and that more institutional support and guidance are needed.

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Section: Academic and Social Integrationmentioning

confidence: 99%

Academic Integration of Mainland Chinese Students in Germany

2017

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“…Metzner's publication in 1985, other studies began to apply Tinto's model to community college institutions (Baird, 1991;Bers & Smith, 1991;Borgulm & Kubala, 2000;. Boughan, 1998;Goel, 2002;Grosset 1989Grosset ,1991Halpin, 1990;Karp, Hughes, & Q'Gara, 2008;Mutter, 1992;Napoli & Wortman, 1996Nippert, 2000Nippert, -2001Nora, 1987;Pascarella, Smart, & Ethington, 1986;Sorey & Duggan, 2008;Strauss & Volkwein, 2005;Townsend & Wilson, 2006Voorhees, 1987;Webb, 1988Webb, , 1989.…”

Section: Tinto's Model and Community Collegesmentioning

confidence: 99%

“…Also, thank you to my classmates and professors for encouragement and assistance along the way. Bers & Smith, 1991;Bettinger & Long, 2005;Boughan & Clagett, 1995;Brawer, 1996).…”

Section: Acknowledgmentsmentioning

confidence: 99%

“…After Bean and Metzner's publication in 1985, other studies began to apply Tinto's model to community college institutions (Baird, 1991;Bers & Smith, 1991;Borglum & Kubala, 2000;Boughan, 1998;Goel, 2002;Grosset 1989Grosset , 1991Halpin, 1990;Karp, Hughes, & O'Gara, 2008;Mutter, 1992;Napoli & Wortman, 1996Nippert, 2000Nippert, -2001Nora, 1987;Pascarella, Smart, & Ethington, 1986;Sorey & Duggan, 2008;Strauss & Volkwein, 2005;Townsend & Wilson, 2006Voorhees, 1987;Webb, 1988Webb, , 1989. Many studies found that only academic integration affected student persistence at community colleges (Baird, 1991;Fox, 1986;Goel, 2002;Grosset, 1991;Haplin, 1990;Mulligan & Hennessy, 1990;Mutter, 1992;Nippert, 2000Nippert, -2001Nora, Attinasi, & Matonak, 1990;Webb, 1988).…”

Section: Tinto and Community Collegesmentioning

confidence: 99%

“…From 1988 to 2006, between 40% and 60% (some colleges reported as high as 80%) of all first-time community college students enrolled in at least one developmental education course (Attewell, Lavin, Domina, & Levey, 2006;Bailey, 2009;Bers & Smith, 1991;Bettinger & Long, 2005;Boughan & Clagett, 1995;Brawer, 1996;Clergy, 2006bClergy, , 2008dCollins, 2009;Colorado Commission on Higher Education, 2009;Fujita & Oromaner, 1992;Hom, Peter, & Rooney, 2002;Kielbaso, Dirkx, Min, & Allen, 1998;Lewis & Farris, 1996;Maryland Higher Education Commission, 1996;McCabe, 2000;Parsad & Lewis, 2003;Perry, Bahr, Rosin, & Woodward, 2010;Shults, 2000). With 40%…”

Section: Developmental Educationmentioning

confidence: 99%

See 2 more Smart Citations

The collective affiliation of community college, commuter and distance education students : developmental math and dropout.

Davidson

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Development of the Engineering Student Integration Instrument: Rethinking Measures of Integration

Lee

Godwin

Nave

2018

J of Engineering Edu

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Background There is a need for engineering‐specific theories and constructs to advance our understanding of student development. Student integration, widely used in educational research, is a suitable construct; however, it has also received some criticism. These critiques can be addressed by rethinking student integration and its use in the context of engineering education. Purpose/Hypothesis This article re‐conceptualizes student integration and describes the development of the Engineering Student Integration Instrument (ESII), which measures integration, as well as provides evidence of its validity. Design/Method Preliminary items for the ESII were developed using open‐ended survey responses from undergraduate engineering students about the impact of co‐curricular support. These items were reviewed by multiple researchers to assess question phrasing, formatting, and face validity. The resulting instrument was administered electronically to students in the College of Engineering at a large East Coast public university. Data from 586 students were used to develop evidence of validity by conducting an exploratory factor analysis on half of the data and a confirmatory factor analysis on the other half. Results Evidence of validity indicates the appropriateness of the ESII for measuring integration and operationalizes integration constructs from the model of co‐curricular support (MCCS) for undergraduate engineering students, including academic, social, professional, and university integration. Conclusions Grounded in the MCCS, the ESII begins to address several critiques of student integration as originally defined by Tinto's model of institutional departure, those related particularly to the measurement of the integration constructs.

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Persistence of community college students: The influence of student intent and academic and social integration

Cited by 163 publications

References 19 publications

Academic Integration of Mainland Chinese Students in Germany

Academic Integration of Mainland Chinese Students in Germany

The collective affiliation of community college, commuter and distance education students : developmental math and dropout.

Development of the Engineering Student Integration Instrument: Rethinking Measures of Integration

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