Obp Case Study

I am confident that I am a highly motivated candidate for College of the Mainland’s Collegiate High School program. I want to challenge myself in my education as well as strengthen my character. Education is very important to my family as well as myself. I have grown to be much more motivated, focused, and determined in the past year. My grades have improved immensely, as I’ve personally realized how important and necessary it is in today's society to have a good education.

Some of the graduates stated they believe their determination to persist to graduation was due to having a mentor to help them throughout their college experience. A way to further this study could be to study the experiences of graduates who had mentors versus those who did not have a mentor and evaluate how this had an impact on their persistence to graduate.

Everhart said the academic success coaching at the center will help provide some of those services by teaching skills such as time management, test-taking, and reading strategies at a higher education level.

Many college professors find it very important to have parents, students and current instructors aware of the expectations for the upcoming student. By informing students,

The Student Success Center is a well-organized program in the college that offers individualized as well as small group tutoring. It is aimed at assisting students to improve their academic skills by supplementing their classroom instructions and reinforcing motivation. Mohave Community College (MCC) believes that every student can learn. The mission statement of the college is to empower students to excel in a college setup. Furthermore, its vision statement is; to strive to offer students with necessary resources which will enable them to transmute their life hassles into tassels. To be a successful student, one has to enroll and remain persistent towards the completion and attainment of a degree/certificate. Mohave Community College provides a successful student success center which employs the best practices policy to aid in student retention and completion while at the same time developing new ways that will boost the student 's ability to thrive in a college environment (Jaschik, 2016).

Yet again, restrict the search to any college of your choice, and witness the variety of study skill resources for a student to absorb. This isn’t just the solicitation of vendors since many of the offerings are gratis. Though that is not to suggest students aren’t willing to pay to address delinquencies in their approach to a huge investment of time, effort, and money. In this genuine struggle, students pull away from losing that investment by redressing the remedial shortfall. Within the classroom, they face a common practice of tying grades, and even course enrollment, to the acknowledgement of introduction materials. This practice signals to student and teacher alike the operant limits in ability to stay on top of assignments. In other words, organization skill deficits preempt and block any further progress to learning. College policy backs these practices, enforceable on all students. This substantiates the importance and necessity of these skills to the individual, the institution, and industry at

Transitioning from secondary education to postsecondary education, I feared that I would lose my connection with the development of the student body. Instead, I gained valuable knowledge pertaining to the mission, vision and goals of

The goal of this program will be to develop a support center for student veterans that will enhance the veteran’s cognitive development for achieving success in postsecondary education by coordinating services to address their academic, financial, physical, and social needs. Caffarella and Daffron (2013) stress the importance of reasons for the planning of transfer of learning, the following will show how the veteran’s center developed the program to fulfill the reasons/needs for the center and program (p.215). The first reason being the ad hoc organization and the veteran students will ask for learning outcomes that apply practical knowledge to make a difference in the veteran’s efforts to balance the many personal, professional, and academic responsibilities in their lives. The veteran’s center and program provide this practical knowledge as shown in Table 1. The second reason the center and program will be developed is to help the veterans develop solutions that will create a balanced approach to the responsibilities in their lives. The transfer of learning plan will be constructed to allow the veteran students to apply their learning to balance the difficult demands of their lives as previously stated (Caffarella & Daffron, 2013, p. 215). Finally, the transfer of learning plan will assist the veterans to transfer their learning to reflect the changes they themselves need to make to translate the knowledge, skills, and attitudes (KSAs) (See Appendix

The Academic Success Center (ASC), located in room # is a collection of student services and programs that have been developed to help students reach their academic goals. The following services are available through the Academic Success Center:

This program has grown from an isolated unit functioning on its own accord out of a singular office, to one that now engages both student and academic affairs personnel. The program has grown significantly in size, from an initial 75 students served to an approximate 250 students served. The program has led the university in a direction towards a more cohesive attitude and effort as it relates to retention and completion goals. Based on gains made through the Academic at Risk Mentoring Initiative, the newly modified strategic plan now challenges the institution to grow from its 15 year average of 70-75% freshman to sophomore retention rate to an 80% average over the next five years. Thus far, the student mentoring aspect of this initiative has been reduced and the mentor-mentee ratio has been reduced. It has called for fine tuning of old position descriptions and training agendas to fit the needs of the program. Moreover, it has called for the hiring of new personnel all together to compensate the programs expansion. The program relies on res life directors and hires from a diverse array of backgrounds including Communities and Schools to effectively fill mentor positions in ways that work with the mission of the program. The philosophy behind this approach being, “If we are approaching students the right way and helping them to be successful, then retention is the measurement of that. It’s not really the

Continue Parent-Administrator-Counselor-Teacher-Student (PACTS) conferences as an early intervention for students at risk of dropping out.

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 matrix will monitor how long the students are in the program and the rates in which they are successfully graduating with a high school diploma or GED. Six months prior to the completion of their degree program students will complete a survey geared toward future employment or higher education and evaluation on the program itself. A second survey will be completed by students 6 months after finishing the program. This second survey assesses if teen parents had obtained employment and if they had more children. At the twelve, eighteen and twenty-four-month mark; students will receive another survey to track employment, education and additional child births. Participation in the surveys are key to our stake holders. All results to the surveys will be released for the communities to read. To assist with retention, the program will host back to school events and have an alumni association that will come back to speak with current

One of the four primary characteristics of a learning-centered college is that the college assesses its effectiveness in relation to student learning (the Learning-centered Center College-Camosun College, n.d.). Currently Blue Community College has 12 special programs that aid in the process of ensuring the college is learning-centered. The variations of these programs are beneficial to the needs and interest of all students. It is important to identify and assess if these programs are current and relevant to the average student.

Teaching, learning and assessment are good and reflect students’ improving success rates. College strategies to improve retention and hence success rates are taking effect, and in-year retention is now high. Students’ progression to a higher level of study and to employment is good.