Ann M. Gansemer-Topf

INSTRUCTION AND ACADEMIC SUPPORT EXPENDITURES: AN INVESTMENT IN RETENTION AND GRADUATION

A long-standing concern of many colleges and universities are low persistence and graduation rates. This study examined how institutions can affect, and potentially improve, persistence and graduation rates by targeting their expenditures toward those activities that have an affect on persistence and graduation. Framed by Tintos theory of academic departure, the inquiry investigated the relationship between expenditures for instruction and academic support on persistence and graduation rates at 218 universities. The results confirmed Tintos theory and were able to explain approximately half the variance in persistence and graduation rates among the institutions included in the study. Recommendations for practice are suggested, including using the results of the study to develop resource allocation strategies to enhance persistence and graduation rates.

Examining factors influencing attrition at a small, private, selective liberal arts college

Abstract Despite a diverse body of literature on college student retention, studies focusing on small, private, selective liberal arts colleges are limited. This study utilized a mixed methodology beginning with logistic regression analyses and followed with a qualitative inquiry that included interviews with students who had not persisted. While variables impacting persistence at selective institutions may differ from other types of institutions, the role of student affairs in student success remains critical.

Overcoming Undermatching: Factors Associated With Degree Attainment for Academically Undermatched Students

Academic undermatching—students enrolling in colleges that are less academically selective than those for which they qualify—is a barrier hindering college degree attainment. Given the many reasons students undermatch, this phenomenon is likely to continue; yet, we know little about the characteristics that may be related to degree attainment for this population of students. Utilizing the ELS: 2002 national dataset, we developed an operationalization of undermatch and then applied this operationalization to the BPS: 04/09 national dataset (N = 11,260). Using logistic regression methods, we identified institutional and student characteristics that are associated with degree attainment for undermatched students. Starting at a 4-year institution, completing at least precalculus, having at least one parent with a college education, being female, and being socially and academically integrated into the institution were positively associated with degree attainment. Our results emphasize the critical influence of nonacademic factors on degree attainment for undermatched students.

Examining Factors Related to Academic Success of Military-Connected Students at Community Colleges

ABSTRACT The number of military-connected students enrolling in community colleges has increased dramatically in the past decade, and this trend is expected to continue. This research focused on examining factors that contribute to the academic success of community college students. Specifically, the purpose of this quantitative study was to identify the demographic characteristics; campus relationships; and financial, academic and personal experiences that are associated with grade point average (GPA) and intent to return for military-connected students at seven community colleges. Identifying as a Student of Color (any race or ethnicity other than White) and experience meeting professors’ academic expectations were negatively associated with cumulative GPA, and feeling academically prepared to enter the institution was significantly and positively associated with intent to return. The results provide further evidence of the relationships among demographic and academic experiences and academic success. The authors offer recommendations for serving military-connected students at community colleges.

A House Divided? Examining Persistence for On-Campus STEM and Non-STEM Students.

Improving student persistence, especially in science, technology, engineering, and mathematics (STEM) fields, continues to be at the forefront of national educational policy discussions. Living in university housing, with its focus specifically on assisting students in transition, has consistently been positively related to student persistence. Using institutional data and data from a first-year student transition study from all the first-year first-time residential students from Fall 2008 through Fall 2012 (N = 17,850), this study examined the relationship between student characteristics and experiences and retention for STEM and non-STEM students who live in on-campus housing. Results illustrate that experiences that contribute to retention differ between STEM and non-STEM students. Noncognitive factors related to academic self-efficacy, academic adjustment, and degree aspiration positively affect residential students’ persistence in STEM. Academic performance was a significant factor in institutional persistence for STEM and non-STEM students. Implications for future and practice are discussed.

Military-Connected Student Academic Success at 4-Year Institutions: A Multi-Institution Study

Abstract: We examined how the experiences—academic, financial, social, and personal—and relationship factors of military-connected students attending a 4-year institution are associated with their academic success. This multi-institution study highlights the demographic characteristics, experiences, and campus relationships that are associated with military-connected students’ GPA.