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dc.contributor.advisorRoberts, Ruth Anneng
dc.contributor.authorMadigan, Kimberly Austin, 1967-eng
dc.date.issued2008eng
dc.date.submitted2008 Summereng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on July 27, 2009)eng
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2008.eng
dc.description.abstractThe purpose of this evaluative study was to provide input toward the development of a plan to improve student persistence within one academic unit at Southeast Missouri State University. Since the framework guiding this study was Patton's (1997) Utilization-Focused Evaluation, the research questions, means for data collection, instrumentation and analysis were developed with the primary intended users. Methods and instruments that were utilized included a current student satisfaction survey, focus groups, graduate exit surveys, student records data, and contact with students who withdrew. Although much of the evaluative data were positive, there was still room for improvement. Recommendations developed by the retention committee were categorized under the following headings: experiential learning, instructional content, classroom strategies, campus resources, intentional student contacts, value of a liberal education, communication with students, graduate follow-up surveys, student finances, transfer students, advising, student involvement, facilities and equipment, and recruitment. The retention committee will determine strategies for implementation, plus they will make decisions about measurements and further evaluations. Evaluation will lead to new strategies, implementation and further assessment (Braxton et al., 2004; Habley & McClanahan, 2004; Lotkowski et al., 2004; Swail et al., 2003). This continuous quality improvement cycle is what sets institutions, and academic units, that focus on improving student persistence apart from those who do not.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.identifier.merlinb70586731eng
dc.identifier.oclc428088185eng
dc.identifier.urihttps://doi.org/10.32469/10355/5571eng
dc.identifier.urihttps://hdl.handle.net/10355/5571
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshDropouts -- Preventioneng
dc.subject.lcshAcademic achievement -- Social aspectseng
dc.subject.lcshCollege costseng
dc.titleA utilization-focused evaluation of institutional persistence and withdrawal in an academic uniteng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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