<p> This study examines college entry experiences (enrollment, orientation, assessment, and support services) and their contribution to the persistence of nontraditional students enrolled in community colleges. By reviewing the current retention research and models on academic integration, social integration, involvement, engagement and the construct of resilience, college entry experiences were identified and correlated to the work of Tinto, Astin, Kuh, and other researchers. Based on the findings of each of the four college entry experiences, this study provides insights and offers recommendations to community college presidents, deans, community college leaders, professors, student advisors, and enrollment specialists to establish innovative and highly effective intrusive advising support structures, nontraditional retention framework considerations, and cohort learning models to increase student engagement, reach optimal student persistence term to term, and produce cutting-edge degree completion rates. </p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10243323 |
| Date | 16 February 2017 |
| Creators | Gross, Tajah M. |
| Publisher | Capella University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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