Many community and technical colleges presently are encountering conceivably the highest expectations and greatest challenges in their histories. States are progressively moving to higher education funding methods that distributes funding centered on performance indicators such as completion time to degree and student retention. Furthermore, accrediting agencies are requiring higher levels of accountability concerning outcomes, as are governments and businesses concerned over the importance that education provides. In August 2011, Georgia Governor Nathan Deal decreed the Complete College Georgia Initiative (CCG). This initiative provides specific stages to undertake college access and completion in Georgia. Moreover, the initiative functions
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Student retention is critical to the technical college setting. There is a need to identify the retention goal of the West Georgia Technical College. This need includes identifying the criteria and data needed to monitor progress toward the retention goal. Increasing student retention has been and continues to be a goal of West Georgia Technical College. Despite the long history of technical colleges in Georgia, the issue has received relatively little attention from educational researchers. As part of this exploration, the researcher here will look at a small piece of the retention plan. The study will address a strategy for improving retention for first-time students at West Georgia Technical College. Furthermore, the study is an evaluation of students receiving intrusive academic advising through the College Life course and those students who did not receive intrusive academic advising in a College Life course. Furthermore, research studies suggest that colleges can have an effect on student retention by implementing specific procedures and activities. The purpose of this research project is to explore whether students receiving intrusive academic advising through the College Life course will be retained at a higher rate than students who did not receive intrusive academic advising. This study will attempt to answer the question: Does an intrusive
Student retention is critical to the technical college setting. There is a need to identify the retention goal of the West Georgia Technical College. This need includes identifying the criteria and data needed to monitor progress toward the retention goal. Increasing student retention has been and continues to be a goal of West Georgia Technical College. Despite the long history of technical colleges in Georgia, the issue has received relatively little attention from educational researchers. As part of this exploration, the researcher here will look at a small piece of the retention plan. The study will address a strategy for improving retention for first-time students at West Georgia Technical College. Furthermore, the study is an evaluation of students receiving intrusive academic advising through the College Life course and those students who did not receive intrusive academic advising in a College Life course. Furthermore, research studies suggest that colleges can have an effect on student retention by implementing specific procedures and activities. The purpose of this research project is to explore whether students receiving intrusive academic advising through the College Life course will be retained at a higher rate than students who did not receive intrusive academic advising. This study will attempt to answer the question: Does an intrusive