Student Retention Limitations

1855 Words 8 Pages
Introduction
Colleges and universities are always striving to provide a better education for the students that attend there. However, to update and create new programs, money is often needed. Therefore, the number of students coming into the university can have an effect on the programs being established. Howard and Jones (2000) as well as Clark and Cundiff (2011), have found that retention is a big concern for facilities of higher education. Other studies have shown that nearly a third of students who start out at a college do not make it past their first year (Black, Terry, & Buhler, 2016; Clark & Cundiff, 2011). With the threat of lower retention rates, it is imperative that colleges and universities create programs that assist students and help them through their education as much as possible.
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To gain a thorough grasp on the benefits of active learning and freshman seminar on retention, more evaluations and longer time frames are needed (Dabbour, 1997; Howard & Jones, 2000; Black et al., 2016). Only having a few weeks, it’s hard to determine which factors are actually having an effect. For the freshman seminar courses, Howard and Jones (2000) and Black et al. (2016) found that for a more accurate representation of retention, further research should be done on individual majors. Active learning and freshman seminar are an effective way to educate students and assist with retention. Through varying methods, researchers can measure and evaluate the courses. Future research should access students on a long term level. Not only measuring retention after a year, but throughout the student’s time at the educational institution. Using the data gathered, it could then be determined which majors need the most help. Trends such as GPA, professors, and other active learning activities could then also be measured.
Key Terms
Active Learning, Freshman Seminar,

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