The Influence of the Non-traditional Learner/ First-year Seminar Instructor Relationship on First-year College Retention
Year: 2018
Type: article
Study design: Observational Study
Abstract: Non-traditional learners are the fastest growing educational demographic in colleges throughout the country (Carney-Crompton and Tan, 2002). As they transition into college, some of these students participate in first-year seminar courses – courses that assist students in making the transition to college. Given the focus of these courses it is assumed that the first-year seminar faculty member influences student’s retention decisions. This thesis investigated the relationship between non-traditional learners and their first-year seminar faculty members at Kennesaw State University using a grounded theory approach. A total of 15 participants answered open-ended questions to determine emerging themes. These themes were examined to explain any re-enrollment behaviors. Additionally, 94 participants participated in a seven-point Likert scale survey modelled after Dr’s. Creasey, Jarvis, and Knapcik’s, (2009), “A Measure to Assess Student-Instructor Relationships” The results of that survey were used to measure descriptive statistics. The study found there to be no relationship a non-traditional student’s relationship with the first-year seminar instructors and retention beyond the first-semester.
Author: christel grider
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2800901764