Continuing Education Case Study Essay

This chapter was very interesting explaining how exploring foundation knowledge of program planning is evaluated. Program planning is examined in five ways, adult learning, cultural differences, relationship building, power and interests, and technology. Knowing how adults learn and how to operate a constructed program that will connect with all adults. Adult programs consist of continuing education, psychology, sociology, anthropology, neurosciences, and cultural studies (Caffarella & Daffron, 2013). Adult education is a field that mature students returns to college and choose as a major. Adult learning discusses different programs that adult learners may be interested in continuing their education. Today there is many programs that adults can experience and learn about to help them decided how to continue their education in life.

Vincent Tinto’s Student Integration Theory of Persistence was published in 1975. Since then, researchers in the field of psychology, sociology, and education applied and challenged his theory through subsequent research to graduation and retention programs in higher education. As Tinto considers specific individual indicators in persistence, one must vet the theory’s conclusions and its applicability to today’s highly diversified institutions, such as California State University, Northridge.

numerous authors, such as, Hu & Ma (2010), Lee & Choi (2011), Hu, McCormick, & Gonya (2012) have elaborated on the impact of how it contribute to the study of student retention. These authors concluded from their studies, that the Tinto’s Theory of Student Departure helped to enrich the understanding of student persistence in college. A mixed-method study by Morrow & Ackermann (2012) evaluated the importance of a sense of belonging and motivation in predicting intention to persist in college, and retention of students from their first to second year. One hundred and fifty-six

They will be given date data showing that the rate of adult learners leaving their programs during the first thirty days are high; thus, this information will be gathered from the generated ten percent report that is based upon the contact hours of a program. There will be a calculation of attendance presented to the stakeholders showing that there is a substantial amount of adult learners leaving their program midway or prior to mid-terms. This information will be disclosed to the stakeholder from the evaluation of the quantitative analysis. The stakeholders will have the opportunity to note the need for programs to provide immediate usefulness, relevancy, student engagement, and their ability to connect their learning experiences. As an evaluator the delivery of the report is the beginning, continual gathering and feeding data to the stakeholders will continue until there is a resolution (Spaulding, 2014). Programs geared toward these will be implemented at the beginning of the program, midway and prior to completion of the program to ensure retention.

Retention data over the past six to seven years is used to predict the type of student who may be at risk of attrition in the incoming freshman class. Of the predicted at risk population, students are paired with an individual who reaches out to them within the first two weeks of classes. The “mentor”

It has been a long and hard road toward obtaining my higher learning credentials. Immediately after high school I attended college, falling short academically in my first several years of college led me to be to believe that I wasn’t smart enough to attend college. At the base of my soul, I knew I was college material, I just needed the right tools to exert that drive and ambition. On and off again routine of my educational pursuit led me to the disgust of own myself. At the age of 31, I reach my breaking point, thinking I will never graduate with my bachelor’s degree. Most people pursue higher learning to increase their earning potential but at that point in my life, I reached my financial goal. A coworker told me about the University of

Though there is growth nationally in higher education and online programs, one of the biggest challenges an academic institution faces is that student retention in online programs is lower than in traditional, campus-based programs (Nichols, 2010). Online education has grown to be very popular because it reaches rural and international areas and students can often flex their family and professional time with academic time. Online education is convenient for both the student and faculty, but the faculty must be prepared to face the challenges of online learning such as learning styles, motivation/coaching, and constraints of online learners (Stavredes, 2012). Another responsibility of online faculty is helping with student retention. Many academic

Today's workers need to prepare with continuous job training, growth and development. Given the increased age, experiences and diverse lifestyles of the working population, it is understandable that adult education practices must move beyond the traditional model of teachers and learners, while new skills, working with local companies to match their needs and sending staff into factories and other workplaces to spread the word about state and federal retraining assistance. While trying to decide how to rebuild your life after loss of employment and lack of job opportunities following the current recession, or devastated from a divorce? Adult students faced with other struggles; studies have shown that older adult students face different hurdles, family problems, and poor self-image. These along with poor time management, weaker academic preparation and a need for remediation an increased focus on adult learners and their needs can help. (armour)

Research has shown that retaining a student can often point them in a negative direction. Students can experience bad impacts in all areas

The greatest retention issues occur during the first year at an institution (Kuh et al., 2005). This crucial time in a student’s career gave rise to the First Year Experience and freshman year programs at colleges and universities based on the retention theories of Tinto, Pasacrelli, and Astin, and the work of John Gardner. Literature speaks of finding the “right fit” (Astin, 1999; Freedman, 1956; Richmond & Lemons, 1985). The level of involvement in “any of the components of an institution’s academic and social systems can be a critical factor in students’ persistence decisions” (Pascarella & Terenzini, 2005, p. 426).

The organization of a retention research paper for the Doctoral Capstone Project will consist of two parts, the final report and the deliverable. The final report is a scholarly paper that defines how the project for retention was carried out, how the deliverable for retention was developed, and how it will be used to inform practice in the higher educational setting; subsequently, the report is the “how” the retention project was developed and the theoretical framework and impact of the retention project (Capella, 2017). The report also provides a description of the benefits of the study to the target audience (the primary stakeholders) and the institution for which it was carried out; thus, the information will be divided into three sections: the background, the process and the application (Capella, 2017).

Many colleges and universities throughout the United States and several other countries face a common problem. Student retention is a growing problem across the nation for all ethnic groups and all ages. Each individual who chooses to drop out of school has their own personal reasons as to why they do. However, many drops out can be completely avoided. When students drop out they are not clearly thinking about how it’s going to affect their future, the future of their children and even grandchildren. Although there are several reasons as to why students drop out of school, we will be exploring a few as it relates to why student retention is a growing problem.

This assignment will narrow down the information to inform faculty members’ knowledge on following the academic policies and respect the reputation of Sheridan College. Sheridan College is a unique institution that adapt student’s skills and knowledge on areas of studies. . Sheridan College has four campuses located in the Greater Toronto Area. The main location that this research will focus on is the Hazel McCallion Campus, which is located in Mississauga, Ontario. There are approximately 480 faculty members that are employed at McCallion Campus. These employees maintained a high level education in a specific area of studies to service those who are international, and domestic students

Hagedorn (2005) identifies two basic types of retention; Institutional retention this is popular in various studies is that referred when students remain in one institution from one academic year to another. System retention; this occurs when students move from one institution to another but still are considered persists because they are not lost from the system. In this study, retention is viewed from the perspective of Institutional

The intent of there work was to investigate the relationship between student satisfaction and retention as it relates to online undergrad programs. Page and Kulick concluded noting that satisfaction of online students is not a significant predictor of student retention.