Laureate Education Inc. Institutional Profile: City Communit ✓ Solved

Laureate Education Incinstitutional Profile City Community Colleg

Laureate Education Incinstitutional Profile: City Community College Mission City Community College provides quality liberal arts, vocational, and professional preparation programs to the citizens of its community. We respond rapidly and effectively to the educational needs of our population, driving economic development and social mobility. We adapt our educational offerings and services to serve students from all backgrounds and support them in achieving their educational and career goals.

Credentials Offered High school completion (GED), vocational/technical certificates (3 months–2 years), 2-year associate's degrees Enrollment Credit enrollment: 16,875 Non-credit enrollment: 30,234 Completion rate1 Annual tuition (credit, full-time): $660 : 24%

Student Demographics 1 Percentage of students who complete a program of study (certificate, degree) within twice the normal time allotted (e.g., 2 years for a 1-year certificate or 4 years for a 2-year associate’s degree) Gender Male 43% Female 57% Age 16–18 8% 18–24 27% 24–40 54% 40+ 11% Race/ethnicity White 22% African American 36% Hispanic 28% Asian/Pacific Islander 9% Native American 5% Educational goals GED 18% Vocational/technical certificate 14% Associate's degree only 32% AS degree, transfer to 4-year 36% Work obligations Employed full-time or more 72% Employed part-time 26% Not employed 2%

Course Project: White Paper: Proposed Solution Please review the Course Project Overview (found under Week 1) before beginning this assignment. see below * Assignment gather, prepare a brief, research-based white paper that proposes at least two programs or services designed to increase the first-to-second-year retention rate at the institution described on the fact sheet .(see attached) Include a brief analysis of the costs/benefits of each approach .

Focus your investigation on the research of Vincent Tinto and George Kuh on the retention of student from the first to second year of college. For each service or program, include the following: information must be in paper** · A rationale explaining why it is likely to positively impact first-year student retention · A brief analysis of potential costs (i.e., political, financial, etc.). It is not necessary to quantify potential costs; a narrative description of the type of cost required, such as salaries, development costs, or equipment, is perfectly acceptable. (Assignment length: 3 pages) WEEK 1 ASSIGNMENT review NOTHING TO DO HERE JUST INFO The complex problems facing colleges and universities today cannot be solved without gathering information. Often, the resulting recommendations are presented in a report called a white paper. In this course you will prepare a white paper on solutions to a student success challenge faced by many colleges and universities: a low first-to-second-year retention rate. To inform your white paper, you will conduct research on student retention and support structures on other campuses. You will investigate the horizontal and vertical organization of programs and services as well as their costs and benefits. Your final product will be a white paper that proposes solutions for the retention challenge.

Project Outline You will use the following scenario as the basis for your project: You are the Director of Student Affairs at a large, urban, multicampus community college (more information on your college's mission, programs, and student population can be found in this document ). The Provost of your college is concerned about the institution's first-to-second-year retention rate. She has asked you to investigate. The result of your investigation will be a white paper proposing institutional interventions that will keep students from leaving after their first year . In order to prepare the white paper, you will need to research first-to-second-year retention and the structure and dynamics of student support at real institutions. Focus your investigation on the research of Vincent Tinto and George Kuh on the retention of student from the first to second year of college.

Sample Paper For Above instruction

Title: Strategies to Enhance First-to-Second Year Retention in Community Colleges

Introduction

Community colleges play a vital role in providing accessible higher education, yet they face challenges with student retention, particularly between the first and second year. Improving retention rates is crucial for student success, institutional reputation, and financial sustainability. Based on the research of Vincent Tinto and George Kuh, this white paper proposes two programs designed to increase first-year retention, along with an analysis of their costs and benefits.

Program 1: Enhanced Academic and Social Integration through Peer Mentoring

Rationale: Vincent Tinto's model emphasizes the importance of academic and social integration for student retention (Tinto, 1997). Implementing a peer mentoring program can facilitate new students' integration into college life, providing social support, academic guidance, and fostering a sense of belonging. Studies indicate that peer mentoring significantly reduces feelings of isolation and increases engagement, leading to higher retention (Vogt et al., 2008).

Potential Costs: Financial costs include hiring and training peer mentors and coordinating program activities. Administrative costs might involve program development and oversight. Politically, leveraging student volunteers might mitigate funding concerns, but institutional support is vital for sustainability.

Program 2: Comprehensive First-Year Experience (FYE) Workshops and Support Services

Rationale: George Kuh's research highlights the importance of engaging students in meaningful learning experiences and developing a supportive campus environment (Kuh et al., 2007). Structured first-year workshops that focus on academic skills, time management, and career exploration can improve student confidence and motivation, thereby reducing attrition.

Potential Costs: Costs involve developing workshop content, hiring facilitators, and providing resources such as materials and technology. Universities might also incur costs for ongoing program evaluation and improvement efforts. The investment is justified by the improved retention and eventual graduation rates.

Conclusion

By implementing peer mentoring programs and comprehensive first-year workshops, community colleges can significantly improve first-to-second-year retention. Both approaches align with Tinto's and Kuh's research on holistic student engagement and support. The potential benefits—higher retention, better student outcomes, and long-term institutional growth—outweigh the associated costs, especially when supported by strategic planning and institutional commitment.

References

• Kuh, G. D., et al. (2007). Student Success in College: Creating Conditions That Matter. Jossey-Bass.
• Tinto, V. (1997). Classrooms as Communities: Exploring the Educational Context for Student Retention. The Journal of Higher Education.
• Vogt, K. F., et al. (2008). Peer mentoring and college retention: A review of research. Journal of College Student Retention. 10(2), 193-210.
• Bearman, S. K., et al. (2012). The impact of structured first-year events on retention. Research in Higher Education, 53(4), 467-490.
• Seidman, A. (2012). Postsecondary Education: A Continuing Journey. Pearson.
• Rovai, A. P., & Wighting, M. J. (2005). Feelings of community in online graduate student cohorts. The International Review of Research in Open and Distributed Learning, 6(1), 1-24.
• Adams, J., et al. (2013). Student engagement and retention: An empirical study. Computers & Education, 63, 92-102.
• Kasworm, C. (2010). Adult learners' retention practices in community colleges. Adult Education Quarterly, 60(4), 377-392.
• Hooker, S., & Ennals, P. (2013). Improving first-year retention through targeted intervention. Journal of College Student Development, 54(2), 142-156.
• Shulman, L. S., & Sherer, J. Z. (2014). Building campus programs to foster student success. Educational Leadership, 71(7), 78-83.