Reframing Retention Strategy: A Focus on Process
The third “P” within a 4 Ps framework of student retention—process—gives priority attention to institutional processes and policies that either help or hinder the continuous enrollment of all students, not just students defined as “at risk.”
Investigating the Relationship Between Residence Learning Community Participation and Student Academic Outcomes
INVESTIGATING THE RELATIONSHIP BETWEEN RESIDENCE LEARNING COMMUNITY PARTICIPATION AND STUDENT ACADEMIC OUTCOMES Justine O. Hobbins Advisors: University of Guelph, 2016 Dr. Kerry Ritchie Dr. Shoshanah Jacobs This thesis is an investigation of the relationship between residence learning communities (RLCs) and first year grades, 2 year retention and 5-year graduation rates in a Canadian university. RLCs have been shown to be positively associated with student academic outcomes in the U.S, however the data to support RLCs in Canada is virtually non-existent. A longitudinal observational study was conducted to analyse the academic outcomes of 4805 students who lived in RLCs (18%) and non-RLCs (82%). Results indicated that RLC students, on average, achieved higher first year grade point averages (GPAs) relative to non-RLC students. No significant differences between RLC and non-RLC students were found for the measures of retention and graduation. Analyses were repeated specifically on science, technology, engineering, and math (STEM) students. STEM students living in an RLC achieved higher GPAs relative to a comparison group not living in an RLC.
Prevalence of Headache Within a College Student Population: A Preliminary Analysis
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