Since the end of World War II, the number of returning college students aged twenty-five years or older has increased so rapidly in American colleges and universities that college administrators, either through lack of interest and understanding or through failure to function as proactive change agents, have not kept pace with the needs of older student populations. In recent years, as enrollment among traditional younger students has declined, enrollment among mature returning students has grown to the extent that they presently constitute more than a third of all college and university students in the United States. As a result of findings obtained in the study, the following recommendations are offered for consideration; (1) institutions of higher learning should place major emphasis upon development of Services and Programs for Returning Students; (2) colleges and universities should give greater priority to orientation program(s) for returning students; (3) returning students should be given credit for life experience and independent learning; (4) financial resources for returning student services should be standardized as line items in the institution's budget; (5) existing programs should be evaluated in order to determine their effectiveness; and (6) a follow-up study should be conducted in five years to provide statistical data for trend analysis.

"Since 'religious adjustment is part of the person's total adjustment,' the writer believes that an investigation of the nature of the religious problems which trouble college students might be of some value to those who are concerned with the satisfactory life relationships of undergraduates. The writer also believes that a knowledge of the sources which students seek for help with their religious problems might contribute to a better understanding of students as they attempt to adjust to encountered difficulties. Consequently, the present investigation was undertaken to discover the nature of the religious problems of undergraduate students at Florida State University and to determine the sources sought by students for help with such problems. No attempt was made to find the cause of any problem nor the reason for the absence of problems. No evaluation of the effectiveness of the counseling which students indicated they had received was attempted"--Introduction. / Typescript. / "March, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. F. Cottingham, Professor Directing Paper. / Includes bibliographical references (leaves 74-75).

Call number: LD2668 .T4 1978 H59 / Master of Science

The purpose of this research is to examine the impact of academic assistance programs on at-risk students at the United States Naval Academy. Each year, students determined to be at-risk are enrolled in an academic assistance program known as the Plebe Intervention Program. In addition, other academic assistance programs are available to these students. In particular, the Naval Academy administers a program known as the Midshipmen Group Study Program, which is based on the supplemental instruction model. This study examines the impact of participation in each of these programs as a determinant to persistence beyond the freshman year. Other determinants examined included demographics (ethnicity and gender), course grades, athletic status, and preadmittance data (SAT scores).

This study is concerned with the problem of providing a program of formal advising for aiding elementary education majors in their selection of an academic area of specialization. .

This study was designed to explore the different perceptions of college students' counseling service needs as well as the perceptions of counseling services by the student, faculty, and student affairs staff groups and subgroups of each group. The research approach of this investigation was a case study of one national university in the Republic of China. This study tested seven hypotheses and the major findings are as follows: there were significant differences among students, faculty, and student affairs staff members' perceptions of counseling services in terms of importance and success. Although all three groups agreed that the achievement of the counseling goals were important, the students showed a significantly stronger expectation than did faculty members. Findings related to the success of counseling services in the institution indicated that student affairs staff members showed higher mean scores than did the faculty and students. All three groups perceived a significant discrepancy between the importance of counseling services and the success of counseling services. Moreover, all subgroups of students, as divided by demographic variables, perceived a significant discrepancy between the importance and success of counseling services. All subgroups of faculty and student affairs staff members, except the members of military instructors and members with a mainland China educational background, perceived significant differences between the importance and success of counseling services. The sex, age, class level, academic major, and grade point average of students indicated significant differences either in the importance or the success of counseling services. Likewise, the status, educational background, and degrees earned of faculty and student affairs staff members also showed significant differences in the perceptions of either the importance or the success of counseling services. The study suggested that program planners should be aware of demographic variables when planning counseling programs. Further definitive research is recommended in order to investigate the college student counseling service needs.

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts in Sociology, 2017 / Since the debut of democracy, there has been an increase in the number of historically marginalised Black students in South Africa’s higher education institutions. However, this has not been accompanied by a corresponding success rate. Higher education’s response to this success crisis has largely been academic development programs. While extensive research has been done on academic development programs, more especially quantitative research in disciplines like maths, natural sciences, and economics, not much qualitative research has been done on extracurricular academic development programs in the humanities and the social sciences. In this study, I explore the role of the Reaching for Excellence and Achievement Program (REAP) in students’ journeys graduation. REAP is an extracurricular academic development program at the University of the Witwatersrand. The findings show that students from disadvantaged backgrounds are not a homogeneous group and that this influences the types of challenges that they encounter at university. They show that REAP played a significant role in facilitating these students’ progress to graduation. They also reveal that academic development programs by themselves are not enough to address the success crisis facing students from disadvantaged backgrounds because the root causes of some of the challenges they encounter can only be addressed at a structural level. Based on the lessons learned from the findings of this study, I make recommendations for future academic development programming. Keywords: Access, Success, Academic Development, Under-preparedness, Educational Inequality, Higher Education / GR2018

Typescript (photocopy). / Digitized by Kansas Correctional Industries

The purpose of the study was to analyze the use and effectiveness of management techniques for the recruitment or retention of college students. Data were collected from 227 directors of admissions and 51 directors of enrollment management. An instrument consisting of 41 questionnaire items was developed from a review of the literature. Data obtained by the questionnaire were analyzed using both frequency and percentile analysis. Additional analysis was conducted to determine if directors of admissions and directors of enrollment management use and/or judge the effectiveness of management techniques differently.Findings1. Management by objectives, performance appraisal, job analysis and job descriptions, management information systems, organizational development, systems analysis, and program budgeting were techniques used by a majority of the respondents.2. Management by objectives, performance appraisal, job analysis and job descriptions, management information systems, organizational development, systems analysis, and program budgeting were judged by a majority of the respondents to be moderately or very effective.3. Enrollment directors and admissions directors differed both on usage of management techniques and in judgments regarding the effectiveness of the techniques. Enrollment directors reported greater use of management by objectives, performance appraisal, management information systems, and organizational development which were statistically significant. The differences in judgments concerning effectiveness were attributable to a composite of the seven management techniques.4. Enrollment managers are generally higher-level administrators having responsibility for retention, as well as recruitment, goals of the institution.Conclusions1. The predictions of enrollment crises have already resulted in the use of management techniques by administrators responsible for recruitment or retention of college students.2. Management by objectives, performance appraisal, job analysis and job descriptions, management information systems, organizational development, systems analysis, and program budgeting are seven management techniques that are effective tools for the management of college and university recruitment or retention efforts.3. The Director of Enrollment Management position is representative of a move towards accountability in the area of admissions work. The concept of "enrollment management" encourages the use of management techniques to meet both the recruitment and retention goals of the institution.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed January 5, 2010). PDF text: vi, 179 p. : ill. ; 770 K. UMI publication number: AAT 3360088. Includes bibliographical references. Also available in microfilm and microfiche formats.