This research uses data provided by the Community College Survey of Student Engagement (N = 107,431) to examine the relationships among developmental placement, student-faculty interaction, belonging, and student perceptions of academic development and investigates the extent to which these variables combine to predict likelihood of withdrawal due to a perceived lack of academic preparation. Results indicate those who completed a developmental course reported higher levels of student-faculty interaction, student perceptions of academic development, and belonging than those who did not complete the developmental course. Higher levels of student-faculty interaction and belonging, as well as completing a developmental course, were also found to positively predict student perceptions of academic development. Belonging and student-faculty interaction were associated with a decreased likelihood in withdrawal due to lack of academic preparation, while student perceptions of academic development was associated with a small increase in likelihood of withdrawal for lack of academic preparation. These results emphasize the positive impact of completing a developmental course and shed light on the necessity of encouraging student-faculty interaction and belonging for students placed into developmental courses. This research provides a vital window into how to best support high risk students in community colleges. Data used with permission from the Center for Community College Student Engagement, The Community College Survey of Student Engagement , The University of Texas at Austin.
|Commitee:||Kaufman, Judith, Seirup, Holly, Fanelli, Sean, Torff, Bruce|
|Department:||Teaching, Literacy, and Leadership|
|School Location:||United States -- New York|
|Source:||DAI-A 82/1(E), Dissertation Abstracts International|
|Subjects:||Community college education, Higher education, Mathematics education, Educational psychology, Educational sociology|
|Keywords:||Academic identity, Belonging, Developmental education, Identity development, Student-faculty interaction|
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