Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Elizabeth Brennan
Committee Member
Stephen Siplet
Committee Member
Maryellen Maher
Keywords
academic persistence, assessment, collaborative learning, community projects, curriculum development, faculty development, first-year college students, formative evaluation, learning communities, learning processes, orientation programs, residence hall communities, retention, service learning, shared curricula, staff collaboration, strategic planning, student affairs, student assessment, student success, Troy State University, university retention, university strategic planning, validation committees
Abstract
This applied dissertation was designed to provide a developmental plan to create a learning community on the campus of Troy State University for first-year college students. In so doing, the developmental plan approaches the building of a collaborative learning process to improve retention, enhance academic persistence, and facilitate student success. Currently, Troy State University’s retention rate is stagnant at 71%. The current university strategic plan calls for improved retention and an increase in student-centeredness of approach to learning and service delivery.
The writer developed a strategic plan centered on implementing a learning-community concept that links learning and builds shared responsibility for student success and retention among academic and student-affairs staff members. Envisioned is the establishment of shared first-year curricula, the creation of residence-hall learning communities wherein students who are enrolled in the shared curricula will reside, the development of a learning-community theme, the execution of a community project, and the assessment of student success through use of various measurement tools. Formative and summative committees that were composed of key faculty members, student-affairs personnel, and other administrative staff members who were responsible for implementation were formed to guide, evaluate, and validate this concept.
Seven research questions guided the formulation of this development plan. The first question centered on establishing a baseline model for a first-year program through review of other university learning-community programs. Question 2 focused on defining the planning processes that would be required to create a campus learning community. Question 3 sought to define and evaluate student success in the program. Question 4 examined how the learning community structure would be formed to support the concept. The final three areas of investigation involved training and overall assessment. Question 5 inquired about training and orientation that would be required for faculty members teaching first-year college students. Finally, Questions 6 and 7 were oriented to student assessment and development in the program and assessment of the method for the university’s achievement of its goals for retention and student success.