abstract: Incoming freshman at East Los Angeles College were struggling with successfully completing their first semester, leading to low rates of course success and retention. Students reported struggles with adapting to the culture of college, particularly with behaving like a college student and managing time. The purpose of this action research study was to determine if embedding a College Success Curriculum (CSC) into a required class would help students more successfully navigate the first semester. The CSC was embedded into the action-researcher's freshman composition class and covered the following concepts: appropriate classroom behavior, communication, time management, and organization. Quantitative data included retrospective pre-intervention and post-intervention survey data. Qualitative data included the researcher's journal and student-written journal entries. Findings from this study indicated that students learned to communicate via email and to prioritize their time, however, the CSC did not have a measurable effect on students’ behavior, time management, or organization. Course success and retention after receiving the CSC remained at previous years’ rates. There continues to be a need to assist freshmen students in these critical college skills, and perhaps adapt some of the strategies used in this project for future iterations. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019
| Identifer | oai:union.ndltd.org:asu.edu/item:55500 |
| Date | January 2019 |
| Contributors | Ryan Romo, Amanda J (Author), Rotheram-Fuller, Erin (Advisor), Buss, Ray R. (Committee member), Jaramillo, Veronica (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 153 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/ |
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