First-generation college students are less likely to attend and complete college than their peers whose parents have completed college. Among the reasons cited for this disparity is lack of parental familiarity of the college admissions process and financial aid opportunities. First-generation youth wishing to pursue a college education must rely on others for this knowledge. This study examines first-generation college students' perceptions of support and whether their places of origin have any bearing on their future plans. The study examines interviews with participants through the lens of Tinto's (1993) model of student departure to examine whether their responses, and whether their places of origin, point toward likelihood of student retention. This study finds that students cite parents and high school faculty and staff as most supportive when preparing for college. After arriving in college, there are no differences among students based on place of origin and likelihood of retention. Participation in a retention program appears to help the students meet the criteria for student retention as outlined by Tinto's model.

The present thesis is an investigation into the impact and role of formal peer mentoring programmes as retention and enrichment strategies within UK Higher Education. Reviews of the literature highlighted several limitations within the empirical evidence for benefits of mentoring schemes. This thesis systematically evaluated the availability and impact of peer mentoring schemes within UK Higher Education. Firstly, a new measure of wellbeing was constructed and validated in student samples. A UK wide survey of 94 Universities supported the notion of increasing popularity of formal peer mentoring schemes and demonstrated the perceived benefits of peer mentoring as a retention strategy. Employing a theoretically driven longitudinal methodology a controlled comparison between first year students’ attending a UK university with a peer mentoring scheme versus a university without a peer mentoring scheme further substantiated the benefits of peer mentoring. Those within the peer mentoring university were three times less likely to think of dropping out of university, were coping better with the transition to university and were better adapted to university life: an important predictor in intention to leave. The relationship between peer mentoring and intention to leave was mediated by integration in university as proposed by Jacobi (1991). In support of the ‘buffering’ hypothesis existence of peer mentors moderated the relationship between predicted changes in social support, affect and self esteem during the transition to university. Within the fourth research study of first year students at a Scottish university; attitudes towards the introduction of a peer mentoring scheme within a university without such a scheme was investigated. Results indicated a positive perception of mentoring, with no student stating that they would not seek advice from a peer mentor if one was available. Although individuals who were experiencing greater levels of stress and homesickness were more likely to indicate they would use a peer mentor demographic variables did not differentiate between individuals who wanted peer mentors and those who felt less need. The most important attributes of a peer mentor for this sample of 158 first year students were commitment to the scheme and listening skills. Finally the impact of formal peer mentoring schemes within Higher Education was assessed from the perspective of the mentor, employing a qualitative (focus group) methodology at a university with an established peer mentoring scheme. Multiple benefits were indicated including personal, emotional, and academic advantages of becoming a mentor. All of the mentors within this study highlighted numerous motives for becoming a mentor although most important was their own previous experience (negative and positive) of the peer mentoring scheme. The results of each study are discussed in line with previous literature, limitations of the research and suggestions for future research. This thesis concludes that formal peer mentoring schemes can have a positive impact on the mentees, mentors and institutions involved and specifies nine recommendations for policy and practice.

The thesis compares student attrition rates in two UWS Schools for 2004 and 2005. It analyses possible reasons why students discontinue and identifies strategies and approaches to improving the quality of the teaching and learning environment for these students. The thesis focuses on the retention of first year students in the School of Engineering at the University of Western Sydney. Low retention rates are costly to the university, leading to inefficient use of resources, failure to fulfil student aspirations, and intervention between the university and the student. In each chapter, the thesis addresses student retention, satisfaction and performance and the interrelation between them and outlines the measures taken by the School of Engineering to improve these measurements for students commencing in 2006 and proposes many recommendations for further improvements in subsequent years. Each chapter addresses these issues by following the student pathway, commencing with the student leaving High School and entering their chosen university and course of study. At each stage, the relevant issues are addressed which have a direct or indirect impact on student retention, satisfaction and performance. Use is made of reports and papers published by universities and organisations, as outlined in the Literature Review. The research questions provide data through the results obtained from surveys. Typical Retention Rates are 75% for UWS, 81% for the Sector, 76% for the New Generation Universities (NGUs) and 62% for the School of Engineering on which this research is focussed. This thesis confirms the research from many countries that closely links student retention with the quality of teaching and learning. Key issues are: • a sound first year student orientation and welcome by staff; encountering efficient, effective and accurate student. The introduction of a more effective and tailored orientation program in 2007 attracted, at UWS School of Engineering, 92% attendance and greater awareness by the students of their study program and the available support services; • having student queries responded to promptly and effectively; The introduction of a First Year Coordinator in 2007 proved to be well received, with a significant number of students having prompt responses to their queries, as compared with previous years; clear expectations management about services and key academic issues like assessment; the marketing of UWS Engineering programs was addressed in 2006 and 2007, with an expansion of the marketing program operated for feeder schools and improved awareness of student expectations prior to entry: an ongoing exercise; having committed, accessible, responsive and capable teaching staff; the accessibility and responsiveness of teaching staff to first year student issues, as outlined in this thesis, is being addressed in 2007; receiving prompt and helpful feedback on their learning; an issue being addressed by the First Year Teaching Team as an essential element of the teaching and learning process; together with: effective use of an appropriate selection from a myriad of learning strategies and resources which give emphasis to active learning, practice oriented learning, peer supported learning and self-managed learning; supported by a reliable infrastructure and support systems; and consistently encountering staff that are responsive and committed to giving service to student support. Results suggest the following recommendations for improving the retention of first year students. Involve staff in retention measures: Streamline pre-enrolment information: Keep all student promises – e.g. in Unit Outlines and assessment plans: Identify high-risk students early: Cater for poor UAIs and maths/science: Minimise administrative barriers: Appoint a first-year mentor/coordinator: For First year Student Orientation, the student’s first exposure to the UWS campus: Aim for 100% attendance: Ensure user-friendliness: Address student expectations :Address aims of the Orientation program: Ensure all key staff easily available: Avoid information overload: Regularly review and modify the program on an annual basis: Ensure full academic-administrative liaison: Ease tutorial registration and offer instant online interactive timetable confirmation: Streamline induction information on a CD or a School web site: Adopt a team approach to teaching First Year Units: Consider alternative peer-mentor models: Strengthen academic mentoring: Ensure staff consultation availability: Regularly encourage prompt attendance and submission of assignments – a study discipline: Address travel problems: Address campus facilities: Promote learning skills awareness: Encourage students to seek help and: Follow up all student queries. / Master of Engineering (Hons.)

The study compared outcomes for distance learning courses with those of traditional courses offered by the seven campuses of Dallas County Community College District (DCCCD). The course outcomes were defined as completion rate, dropout rate and success rate. Eleven courses offered during the fall 2003 semester were selected for the study. The methods of instruction employed for each course were traditional classroom lecture/discussion and distance learning formats of Internet, TeleCourse and TeleCourse Plus. Internet courses are delivered on-line, using Internet access and a browser, TeleCourse uses one-way videos or public broadcasting, and TeleCourse Plus is a hybrid between Internet and TeleCourse courses. Seven of the courses selected were part of the core curriculum approved by Texas Higher Education Coordinating Board (THECB) while four other courses were completely transferable. Two types of specific data were extracted: course data and individual student data. Course data included method of instruction, length of course, instructor's load, enrollment, number of withdrawals, and grade distribution. In addition, course requirements including the use of email, videos and Internet, orientation and testing on campus were added as variables. The student data included demographic variables such as age, gender, ethnicity, family status, employment and academic variables including number of credit hours completed, previous distance learning courses, grade point average (GPA), grades, placement scores, previous degrees held, withdrawal history, and financial aid. The theoretical framework for ensuring sound statistical analysis was Astin's student engagement model. The results showed that significant differences exist due to the three distance learning methods of instruction for all course outcomes studied. Completion and success rates are higher for traditional courses and dropout rate is higher for distance learning ones. The outcomes for Internet courses are closer to the rates of traditional courses. Student factors that relate to performance in distance learning courses are GPA, credit hours completed, and family status, whereas those which do not relate to performance in the same classes are semester load, age, TASP reading scores, previous distance learning courses, income, and number of dependents. Course characteristics have a significant effect upon success rate, but no effect upon completion and dropout rates.

Student retention is one of the most important issues facing higher education. The demand for accountability of higher education has pushed the issue of student retention to the forefront of its agenda. Increasingly, state legislatures are tying funding to institutional effectiveness, using graduation rates as measures of academic quality. Though there is an abundance of literature of studies conducted at the four year institution, few studies have examined the community college student. This study attempted to identify 4 specific pre-enrollment variables, (1) parent's education, (2) high school senior grade point average, (3) educational goals and (4) racial origin, as predictors of persistence and retention. The sample included 312 entering freshmen at North Lake College in Irving, Texas who were administered the College Student Inventory (CSI) in the fall semesters of 1995 and 1996. The 1995 cohort consisted of 201 entries, 103 (51.2%) female and 98 (48.8) male. The 1996 cohort consisted of 111 entries, 65 (58.5%) female and 46 (41.5%) male. A data base was constructed by extracting selected data elements from the completed inventory. Each student was tracked for one year following the semester they completed the survey. The Pearson Chi-Square Test of Independence with .05 level of significance as the criterion level of rejection was performed to identify significant variables tied to student persistence. The research found that 3 factors, high school senior GPA, parent's education level and family origin were significant predictors of attrition at the .05 level. These factors represent information that is typically available from the student's prior to entry into the college. All too often an at-risk student is identified once he/she is placed on academic probation prompting the student to leave the college. Institutions need to implement an early warning system to identify students who are at-risk before the problem becomes intractable. The institution can then implement strategies and programs that would foster efforts to increase student engagement and retention. This study has demonstrated that there are important pre-enrollment data available to institutions that can assist potential non-persisters by identifying them early in their educational tenure.

In 2008, state legislatures provided $6 billion in financial aid to 2 million low-income young adults. When low-income young adults receive state financial aid and do not complete college, states lose their investment because fewer people with degrees will contribute to the state's economy. Declining states' budgets have led to (a) the rising cost of higher education, (b) state merit-based aid that has targeted nonminority students from affluent backgrounds, and (c) state need-based aid that has targeted students further along in their college career. State need- and merit-based aid may contribute to the lack of college completion among low-income freshman students who rely on financial aid. The purpose of this study was to explore the differences between state need- and merit-based aid as enrollment factors of low college completion among low-income students in the U.S. This study was grounded on Tinto's model of social integration. Secondary data collected by the National Center for Education Statistics on 101,000 freshmen who attended 1,360 postsecondary institutions in 2003-04 and 2008-09 were used for this study. Logistic regression was used to test and compare two models. Logistic regression tested the relationship between the predictor variables of state need- and merit-based aid and degree completion. This study's results revealed that state merit-based aid had a greater predictive value than state need-based aid as enrollment factors of college completion among low-income young adults. This study contributes to positive social change by providing state policy makers with research results to evaluate and formulate state financial aid policies that will increase access to financial aid and college completion rates among low-income freshman students.

The purpose of this study is to determine if social and emotional competencies (SEC) of first-year traditional-age, full time undergraduate students can be used to predict student persistence patterns at the University of the Pacific, located in Stockton, California. From an institutional perspective, college dropouts present a real financial threat and opportunity for improving the bottom line (retention). At the individual student level, a college dropout represents a promise unfulfilled and a potential unrealized (persistence). In particular, the present study concerned itself with student persistence from the first to second year of full-time undergraduate education. While the primary findings failed to rise to the necessary level of significance required to answer the research questions posed in the present study, there were some significant secondary findings related to institutional retention that merit further consideration and may have value to future research in the area of student success. The limitations of the study, implications for professional practice, and recommendations for future research of EI and student persistence are discussed.

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