Year: 2015
Type: article
Abstract: First-year student retention has become a national priority for institutions of higher learning. Since 2004, retention of first-year college students has been on a steady decline. Due to recent the adoption of the Louisiana Granting Resources and Autonomy for Diplomas (GRAD) Act, college administrators in Louisiana are determined to increase first-year student retention, a key performance measure. Of the many factors known to support retention, student-faculty mentoring relationships are known to have a positive impact on college students’ experiences, including increased first-year student retention. However, there is less known about the role of academic advising combined with success coaching in retaining first-year college students. The purpose of this study is to understand first-year college students’ experiences with academic advising and success coaching. By conducting a case study, the researcher further understands the retention of first-year college students to the second year at a comprehensive research public university in Louisiana. The data collected from this study identifies current practices in first-year student retention to inform the current and future programs and services provided on campuses for first-year students.
Author: Cherie' Kay Thriffiley LaRocca
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1433495538