The Impact of a College Survival Skills Course and a Success Coach on Retention and Academic Performance
Open accessAbstract
Student retention is an ongoing concern of many postsecondary institutions ( Kuh, 2008 ). Student engagement might be a key to addressing retention issues in terms of building relationships between students and their college. One technical college has found that attrition in learning support math courses contributes greatly to the overall college retention issue and that academic success in these courses has some influence. Drawing from current literature, the college addressed this issue by developing both a College Survival Skills course for learning support math students and by hiring a person to serve students in the role of Success Coach. After a year of implementing both interventions, data has begun to show improvements in semester retention, persistence to graduation, and academic success.
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When first-year college students have access to mentors and peer role models who support them to persist in their studies and connect them with necessary resources, the outcomes improve.
“When first-year college students have access to mentors and peer role models who support them to persist in their studies and connect them with necessary resources, the outcomes improve [3].”
From Supporting underrepresented students in health sciences: a fuzzy cognitive mapping approach to program evaluation (2024) · cites this paper as [3]
The passage labeled REFERENCES (page unavailable) links first-year student engagement, relationships, and tutoring/coaching with better grades and persistence. It does not establish the more specific claim that access to mentors and peer role models who connect students with resources improves outcomes. (LLM, conf=0.82)
Experimental — accuracy not yet measuredCultural mismatch can cause a sense of alienation and discomfort that impedes academic performance.
“These students, who are often the first in their families to attend college, may experience what researchers call a “cultural mismatch” with college environments that are designed with mostly middle-class students in mind; this can cause a sense of alienation and discomfort that impedes academic performance [3, 4].”
From Supporting underrepresented students in health sciences: a fuzzy cognitive mapping approach to program evaluation (2024) · cites this paper as [3]
The passage on student engagement and grades (indexed under REFERENCES; page unavailable) links engagement to academic outcomes and relationships to integration into college. It does not address whether a cultural mismatch causes alienation or discomfort that impedes performance. Searches for “cultural mismatch,” “alienation discomfort,” and “middle-class first generation college students” found no passage making that point. (LLM, conf=0.73)
Experimental — accuracy not yet measuredStudents who are often the first in their families to attend college may experience a cultural mismatch with college environments that are designed with mostly middle-class students in mind.
“These students, who are often the first in their families to attend college, may experience what researchers call a “cultural mismatch” with college environments that are designed with mostly middle-class students in mind; this can cause a sense of alienation and discomfort that impedes academic performance [3, 4].”
From Supporting underrepresented students in health sciences: a fuzzy cognitive mapping approach to program evaluation (2024) · cites this paper as [3]
The passages labeled REFERENCES (page unavailable) discuss student engagement, integration, grades, and persistence, but do not address first-generation students or a mismatch with middle-class college environments. Searches for cultural mismatch, first-generation students, and alienation found no passage supporting the attributed claim. (LLM, conf=0.73)
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Research works printed but not linked: 7
- Cruce, T., Wolniak, G. C, Seifert, T. A., & Pascarella, E. T. (2006). Impacts of good practices on cognitive development, learning orientations, and graduate degree plans during the first year of college. Journal of College Student Development , 47, 365-383.
- Gilardi, S. & Gulgielmetti, C. (2011). University life of non-traditional students: Engagement styles and impact on attrition. Journal of Higher Education, 82 (1). 33-53
- Kuh, G.D. (2001). Assessing what really matters to student learning: Inside the National Survey of Student Engagement. Change. 33 (3), 10-17, 66
- Kuh, G.D. (2003) What we’re learning about student learning engagement from NSSE. Change, 35 (2), 24-32.
- Kuh, G., Cruce, T., Shoup, R., Kinzie, J., & Gonyea, R. (2008). Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. The Journal of Higher Education , 79(5).
- Laskey, M. & Hetzel, C. (2011). Investigating Factors related to Retention of At-risk College Students. Learning Assistance Review , 16, 31-43.
- Shneiderman, B., Alavi, M., Norman, K. & Borkowski, E. (Nov 1995). Windows of opportunity in electronic classrooms, Communications of the ACM, 38(11), 19-24.
Cited by
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Chiang, D. F., Guerrero, S. A., Sexton, E. C., & Gardner, S. S. (2024) · BMC Medical Education · doi:10.1186/s12909-024-05292-7 · Cited by 2 · see citing works
- Authors
- Allen, I. H., & Jr., S. M. L.
- Venue
- Journal of Career and Technical Education
- Publisher
- Virginia Tech Libraries
- Published
- 2012-05-01
- Volume
- 27
- Issue
- 1
- ISSN
- 1531-4952 (ISSN-L)
- 1533-1830
- OpenAlex
- W1483416781
- Cited by
- 18
- References
- 0
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 1 · 2023: 2 · 2022: 1 · 2021: 1 · 2020: 4 · 2018: 1 · 2017: 1 · 2016: 2 · 2015: 1 · 2014: 2
- FWCI
- 4.39
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Journal of Career and Technical Education (publishedVersion, cc-by)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Physical Sciences › Mathematics › Modeling and Simulation › Mathematics Education and Programs
- Social Sciences › Demography › Evasion and Academic Success Factors
- Keywords
- student retention, student engagement, academic performance, technical colleges, student attrition
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