Predicting Degree Completion: Examining the Interaction between Orientation Course Participation and Ethnic Background

Derby, Dustin C.

doi:10.1080/10668920600859350

Cited by 14 publications

(17 citation statements)

References 6 publications

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“…Similarly, while some studies have found student success courses to be positively related to graduation or earning a degree (i.e., Derby & Smith, 2004;Raymond & Napoli, 1998;Stovall, 1999;Zimmerman, 2000), findings by Derby andWatson (2005, 2006), which focused on Hispanic and African American students, did not identify a significant relationship.…”

Section: Student Success Coursesmentioning

confidence: 89%

“…Student success courses, which through the years have been alternately identified as orientation courses and freshman year or success seminars, are characterized as programs aimed at assisting new entering students to transition to college (Cook, 1996). Programmatic goals are typically centered on providing information and assistance to students in the areas of study skills, learning styles, strategies for college success, educational and career planning and development, introduction to campus facilities, resources, services, and personal development such as health and=or well-being strategies (e.g., Derby, 2007;Derby & Watson, 2006;Walls, 1996).…”

Section: Student Success Coursesmentioning

confidence: 99%

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Community College Student Success Programs: A Synthesis, Critique, and Research Agenda

Crisp

Taggart

2012

Community College Journal of Research and Practice

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Section: Student Success Coursesmentioning

confidence: 89%

Section: Student Success Coursesmentioning

confidence: 99%

Community College Student Success Programs: A Synthesis, Critique, and Research Agenda

Crisp

Taggart

2012

Community College Journal of Research and Practice

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“…This suggestion is very much in concert with Deil-Amen's (2011) recommendation for two-year institutions ''to proactively connect students early on with faculty and advisors who can mentor students, affirm their sense of academic competence, and provide procedural agency to help students navigate the institution'' (p. 85). One way this could be achieved is through new-student orientation programs or orientation courses that can lay the foundation for student-faculty and student-advisor interactions (Derby, 2007;Nippert, 2000=2001). Student success courses could also be more effectively utilized to provide the formal structure for developing information networks and building relationships with faculty and advisors (Karp et al, 2010=2011).…”

Section: Implications For Practicementioning

confidence: 99%

Academic and Social Integration and Persistence of International Students at U.S. Two-Year Institutions

Mamiseishvili

2011

Community College Journal of Research and Practice

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As a growing number of international students discover two-year institutions as the possible gateway to U.S. higher education, it is important to have a better understanding of who these students are, what attracts them to two-year colleges, and how they engage with the campus community. To address these questions, the study used the data from the Beginning Postsecondary Students Longitudinal Study (BPS:04=06) survey to examine the profile of international students attending two-year versus four-year institutions in the United States. More specifically, the study explored to what extent international students engaged academically and socially on two-year college campuses in their first-year of study in the U.S. It also examined how students' integration related to their likelihood of persistence through the second year. The results of this study revealed that location, cost, and coursework were among the primary considerations for international students enrolling at two-year institutions in the U.S. The study found that academic advising and faculty interactions played a significant role in the first-to-second-year persistence of international students. Considering these findings, developing relationships and interactions with faculty, academic advisors, and peers should be reinforced and supported.

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“…Derby (2007) found graduation rates for orientation course participants were 72 times higher than for nonparticipants. Despite such findings, community college attrition rates have remained steady with 45% of students still leaving college without completing a degree or certificate program (Provasnik & Planty, 2008).…”

mentioning

confidence: 88%

Community College Student Success Courses: The Student Perspective

Duggan

Williams

2010

Community College Journal of Research and Practice

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This study explores student success courses from the student perspective to answer three questions: What topics do students find the most useful? What teaching methods do the students find most helpful? How can these courses be customized to better serve the students? The purpose of this study is to interview students from a number of community colleges, exploring these topics from the student perspective with the goal of orientation course enhancement. Although students reported the skills and information provided in these orientations classes to be useful, the usefulness of specific topics varied according to the precollege preparation of each student. The authors offer suggestions for creating specialized orientation programs and courses to fit the needs of the diverse community college population.

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Predicting Degree Completion: Examining the Interaction between Orientation Course Participation and Ethnic Background

Cited by 14 publications

References 6 publications

Community College Student Success Programs: A Synthesis, Critique, and Research Agenda

Community College Student Success Programs: A Synthesis, Critique, and Research Agenda

Academic and Social Integration and Persistence of International Students at U.S. Two-Year Institutions

Community College Student Success Courses: The Student Perspective

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