Linda K. Lau

Bio: Linda K. Lau is an academic researcher. The author has contributed to research in topics: Independent study & Graduation. The author has an hindex of 1, co-authored 1 publications receiving 380 citations.

Institutional Factors Affecting Student Retention

Abstract: INTRODUCTION Since the 1980s, American institutions have experienced a major problem retaining students, particularly under-represented minorities. The loss of students returning to campus for another year usually results in greater financial loss and a lower graduation rate for the institution, and might also affect the way that stakeholders, legislators, parents, and students view the institution. Further, college administrators can attest to the high cost of recruiting in-coming students. Student retention is also an enormous problem in the United Kingdom, where the administrators of academic institutions now focus most of their efforts on decreasing student attrition, because the ability to retain students has become a determining factor in obtaining outside funding (Nash, 1996). In this country, in 1995 the national average four-year graduation rate was only 38%, compared to the five-year and six-year graduation rates of 50% and 54% respectively (Money, 1997). While the average freshman retention rate for 1996 was 75%, studies indicate that colleges with high freshman retention rates tend to have a higher percentage of students graduating within four years; thus, saving the cost of an extra year or more of schooling. Student retention has become a challenging problem for the academic community; therefore, an effective program for student retention must be implemented in order to increase the retention of qualified students. Institutions must work towards providing students with a meaningful learning environment, so that these students will become connected to the institution by developing a sense of belonging within the student body. Therefore, every effort must be made to retain students while they are on campus. REASONS FOR DROP-OUT Research consistently indicates that college students who drop out usually do so by the time they finish their first year (Noel, Levitz, and Saluri, 1985). Unfortunately, the student retention rate usually includes students who were also transferred to other colleges. Therefore, the retention rate does not provide an accurate account of the number of students who actually dropped out of college. Nevertheless, there are several reasons why freshmen do not return to colleges for their sophomore year (Terenzini, et al. 1996). First, some students leave for reasons that may be beyond institutional control, such as lack of finances, poor student-institution fit, changing academic or career goals, or unrelated personal circumstances. Secondly, many more students leave because the institution has failed to create an environment, inside or outside the classroom, that is conducive to their learning and educational needs. These students do not return to their college because they are unhappy with the education that they are receiving. Thirdly, the inability to manage normal school work or to assimilate within the student population could discourage some students from returning for another year of torture. Students who lack the basic and fundamental skills, especially in mathematics and writing, are finding it difficult to cope with the normal course workload. Therefore, it is extremely important for institutional administrators to ensure that students fulfill their prerequisite requirements before taking upper level courses, especially in the areas of writing and computer applications. Fourthly, freshmen might lack the motivation to do well in school, because they do not understand the importance of education, and/or do not know how to apply classroom-learned theories to real life problems. Further, the lack of appropriate role models or mentors in the academic environment could complicate this problem. Finally, during their first year at an academic institution of higher learning, freshmen might be overwhelmed with the transition from high school to college life, and they might become overly stressed by the dramatic changes even before they finish their first year of college. …

Predictors of first-year student retention in the community college

Abstract: This study analyzed predictors of fall-to-spring and fall-to-fall retention for 9,200 first-time-in-college students who enrolled in a community college over a four-year period. Findings highlight the impact of developmental education programs and internet-based courses on student persistence. Additional predictors include financial aid, parents' education, the number of semester hours enrolled in and dropped during the first fall semester, and participation in the Student Support Services program.

Student-Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status

Abstract: This study examined whether the effects of student–faculty interaction on a range of student outcomes—i.e., college GPA, degree aspiration, integration, critical thinking and communication, cultural appreciation and social awareness, and satisfaction with college experience—vary by student gender, race, social class, and first-generation status. The study utilized data on 58,281 students who participated in the 2006 University of California Undergraduate Experience Survey (UCUES). The findings reveal differences in the frequency of student–faculty interaction across student gender, race, social class and first-generation status, and differences in the effects of student–faculty interaction (i.e., conditional effects) that depended on each of these factors except first-generation status. The findings provide implications for educational practice on how to maximize the educational efficacy of student–faculty interaction by minimizing the gender, race, social class, and first-generation differences associated with it.

Measuring Determinants of Student Return vs. Dropout/Stopout vs. Transfer: A First-to-Second Year Analysis of New Freshmen.

Abstract: To reflect academic challenges and enrollment patterns of today’s freshmen, this study measures the impact of high school preparation, first-year academic performance, multi-institution enrollment, and financial aid support on secondyear persistence. Using multi-year cohorts at a public research university, results confirm the importance of including first-year math experience, math intensity of the declared major, simultaneous enrollment at another college/university, and secondyear financial aid offers when measuring freshmen retention. The positive impact of a large-scale, state-funded scholarship program in widening access to college must be balanced against findings that show academic performance and readiness to take on and pass first-year math to be more important than aid in explaining freshmen dropout and transfer-out during both first and second semesters. Middleincome students with greater levels of unmet need face an elevated departure risk, while academically well-prepared freshmen with unmet need are more likely to transfer to other institutions.

A comparative analysis of machine learning techniques for student retention management

Abstract: Student retention is an essential part of many enrollment management systems. It affects university rankings, school reputation, and financial wellbeing. Student retention has become one of the most important priorities for decision makers in higher education institutions. Improving student retention starts with a thorough understanding of the reasons behind the attrition. Such an understanding is the basis for accurately predicting at-risk students and appropriately intervening to retain them. In this study, using five years of institutional data along with several data mining techniques (both individuals as well as ensembles), we developed analytical models to predict and to explain the reasons behind freshmen student attrition. The comparative analyses results showed that the ensembles performed better than individual models, while the balanced dataset produced better prediction results than the unbalanced dataset. The sensitivity analysis of the models revealed that the educational and financial variables are among the most important predictors of the phenomenon.

U.S. Military Veterans Transition to College: Combat, PTSD, and Alienation on Campus

Abstract: U.S. universities are witnessing an influx of student veterans who have been under chronic stress, have suffered injuries, and currently exhibit symptoms of Post Traumatic Stress Disorder (PTSD). This study utilized quantitative survey data to test a model of what causes alienation on campus among student veterans. We then present quotations from student veterans describing the types of situations they find alienating. The results have direct implications for how student affairs professionals may help veterans succeed in college.