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dc.contributor.authorChristenson, Larry Clifford
dc.description.abstractThe purpose of this qualitative case study was to explore why first-year students at Georgia College identified by MAP-Works as socially at-risk left after their first semester, but more importantly, why, those interviewed for this dissertation were retained. Data was gathered from 22 student interviews, observations of student groups, and review of longitudinal information gathered by Georgia College Office of Institutional Research. Primary findings revealed that a single connection made with a faculty, staff, or peer made a significant difference in the retention of the students. The data suggested that identifying socially at-risk students and assisting them in making these important connections within the first weeks of their first year may greatly assist in their retention.
dc.subjectcollege students
dc.subjecthigher education
dc.subjectcolleges & universities
dc.subjectcollege campuses
dc.subjectcollege integration
dc.subjectfreshman persistence
dc.subjectfirst-year persistence
dc.subjectacademic advising
dc.subjectfreshmen introductory courses
dc.subjectfirst year experiences
dc.subjectresidential learning communities
dc.subjectstudent mentoring programs
dc.subjectsocial support services
dc.subjectorientation programs
dc.subjectsupport groups
dc.subjectstudent attrition
dc.subjectstudent services
dc.subjectstudent retention
dc.subjectstudent attrition
dc.subjectstudent departure
dc.titleWhy socially at-risk students persist
dc.title.alternativefindings from interviews with retained students
dc.description.departmentInstitute of Higher Education
dc.description.majorEducational Administration
dc.description.advisorSheila Slaughter
dc.description.committeeSheila Slaughter
dc.description.committeeErik C. Ness
dc.description.committeeLibby Morris

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