The Effect of an Intrusive Advisement Program on First-term Freshmen Attrition. AIR Forum 1981 Paper [microform] / Chet Tata, Jr
- Bib ID:
- 5401522
- Format:
- Book and Microform
- Author:
- Tata, Chet, Jr
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1981
- 22 p.
- Summary:
-
The effect of an intrusive advisement program implemented at the University of Texas at Arlington to reduce first-term freshmen attrition was studied. A randomly selected sample of 1,100 entering fall 1980 freshmen (51 percent) was assessed in terms of student characteristics, based on questionnaire responses. The questionnaire also determined student needs, and information packages including specific referrals to the appropriate on-campus service were assembled individually for students of the experimental group. Four-hundred-and-five such referrals were made with some individual students receiving as many as three referrals. The information packages were mailed to the experimental group during the first week of October. The second treatment phase involved monitoring the mid-term grade reports. Students whose reports reflected a problem in one or more courses were mailed a letter advising them of the various resources on campus that assist students with their academic development. A third letter mailed to experimental group members just before final exams acknowledged the exams and expressed support for successful completion of the semester, and noted important deadlines and services available. Almost identical mean attrition rates for both the experimental and control groups were found. Of the 86 freshmen students who withdrew, 50 had a grade point average of less than 1.94. It is suggested that the intervention failed to identify those students with serious academic problems early enough to provide assistance and positive reinforcement. A followup comparison of self-identified needs of the experimental and control groups is also planned for the end of the spring semester. Vincent Tinto's theoretical student retention model and methodologies are also assessed. (SW)
- Notes:
-
- ERIC Note: Paper presented at the Annual Forum of the Association for Institutional Research (21st, Minneapolis, MN, May 17-20, 1981).
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
-
- Academic Achievement
- Academic Persistence
- College Freshmen
- Educational Counseling
- Grades (Scholastic)
- Higher Education
- Information Dissemination
- Information Needs
- Intervention
- School Holding Power
- Student Attrition
- Student Characteristics
- Student College Relationship
- Student Needs
- Student Personnel Services
- University of Texas Arlington
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1981
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
Request this item
Request this item to view in the Library’s reading room.
Feedback
Similar items
- An Analysis of Student Academic and Personal Concerns and Awareness of Counseling Services [microform] / H. Allen Dye and Stephen J. Akers
- An Investigation of One Aspect of College Unrest [microform] : College Student Satisfaction. The Measurement and Analysis of College Student Satisfaction / Ellen L. Betz and Others
- Student Attitudes [microform] : A Study in Alienation. Final Report / Myron R. Utech
- The Information Needs of Prospective Graduate Students [microform] / Rodney T. Hartnett
- Innovations in Freshman Orientation [microform] / Donald D. Mott