Committee Chair

Rausch, David W.

Committee Member

Crawford, Elizabeth K.; Banks, Stephen R.; Deal, Charley

Department

School of Professional Studies

College

College of Health, Education, and Professional Studies

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

The purpose of the study was to investigate and describe the impact of Focused Advising on retention and completion in the community college setting. This study examined one initiative known as Academic Foci or sometimes referred to as Guided Pathways as a viable tool for increasing the number of completers at an institution. The basis of the model was to place students into groups/foci of similar academic interests such as business, computer, or health sciences. With the aid of their advisor, the student made a move forward, and they will have made an informed decision about a chosen major. Once in the major, the students followed a strict schedule of courses, which led to a degree or certificate within an allotted time frame. The number of completers was studied and compared to students with no academic pathway assigned. These students were designated as degrees awarded or certificates awarded. The population was comprised of first-time community college students across western Tennessee. Several students and/or school variables were examined to gauge their relationship with the goals of retention and completion.

Degree

Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education.

Date

8-2023

Subject

Community college students--Tennessee; Community college students--Services for--Tennessee; Faculty advisors

Keyword

Academic Foci; Advising; Completion; Guided Pathways; Retention

Discipline

Higher Education

Document Type

Doctoral dissertations

DCMI Type

Text

Extent

vii, 70 leaves

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by/4.0/

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