The Impact of a First Year Development Course on Student Success in a Community College: An Empirical Investigation

Edgar Garza¹ and Randall Bowden^2,

¹Social Sciences, Northwest Vista College, San Antonio, USA

²Educational Leadership, Texas A&M University, Corpus Christi, USA

Cite this paper:
Edgar Garza and Randall Bowden. The Impact of a First Year Development Course on Student Success in a Community College: An Empirical Investigation. American Journal of Educational Research. 2014; 2(6):402-419. doi: 10.12691/education-2-6-13

Abstract

Virtually every institution of higher education in the United States is faced with the issue of student retention and success. The purpose of this study was to examine the effect of a development course toward retention and academic achievement. Specifically, this study focused on the Student Development Course (SDEV) offered at a community college in central Texas, serving 15,000 students. The course focuses on both life skills and study skills, including familiarity with college regulations, communication and study skills, goal setting, priority management, reading for comprehension, note-taking, test-taking, creativity, establishing relationships, and the power of a positive attitude. The research design involved the analysis of existing transcript data that are maintained by the college in its student registration and information data base. Participants included 1557 first-time-in-college students who were required to take a college development course either on campus or online. Data were analyzed with analysis of variance, post hoc analyses, and bivariate correlations. Results were statistically significant. Students who took the developmental course tended to stay in college over a four term time frame. Additionally, it was statistically significant that they had grade point averages at a C or better. Gender was not statistically significant, however ethnicity was. This supports theory suggesting that comprehensive integration programs can lead to student success. Issues for future consideration should include quality of faculty instruction, external forces, academic advising, and student accountability. Finally, researchers could compare students who complete a first-year-in-college program at a community college and continue to four-year institutions.

Keywords:
community college first-year-in-college programs student success

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Fike, D.S. and Fike, D, “Predictors of first-year student retention in the community college,” Community College Review, 36(2). 68-88. Apr. 2008.
[2]	Tinto, V, Leaving college: Rethinking the causes and cures of student attrition, University of Chicago Press, Chicago, 2005.
[3]	Upcraft, M.L., Gardner, J.N., Barefoot, B.O., and Associates, Challenging & supporting the first-year student. A handbook for improving the first year of college, John Wiley & Sons, San Francisco, 2005.
[4]	Roman, M. A., Taylor, R. T., and Hahs-Vaughn, D, “The retention index of the community college survey of student engagement: How meaningful is it?” Community College Journal of Research & practice, 34(5). 386-401. Aug. 2010.
[5]	Schofield, C., and Dismore, H,“Predictors of retention and achievement of higher education students within a further education context, Journal of Further & Higher Education, 34(2) 207-221. Apr. 2010.
[6]	Reason, R.D., Terenzini, P.T., and Domingo, R.J, “Developing social and personal competence in the first year of college,” The Review of Higher Education, 30, 271-299. Jan. 2007.
[7]	DeBerard, M.S., Spielmans, G.I., & Julka, D.L, “Predictors of academic achievement and retention among college freshmen: A longitudinal study,” College Student Journal, 38, 66-80. Jan. 2004.
[8]	Pittman, L.D. and Richmond, A, “University belonging and friendship quality during the transition to college: Links to self-perceptions and psychological symptoms,” Journal of Experimental Education, 76, 343-361. May 2008.
[9]	Schrader, P.G., and Brown, S.W, “Evaluating the first year experience: Students' knowledge, attitudes, and behaviors,” Journal of Advanced Academics, 19(2), 310-343. Apr. 2008.
[10]	Pascarella, E.T. and Terenzini, P.T, How college affects students: A third decade of research (vol. 2), Jossey-Bass, San Francisco. 2005.
[11]	Hunter, M.S. and Linder, P, “Chapter sixteen: First-year seminars.” In M.L. Upcraft, J.N. Gardner, and B.O. Barefoot (Eds.), Challenging and supporting the first-year student: A handbook for improving the first year of college Jossey-Bass, San Francisco, 2005, 275-291.
[12]	Gardner, J.N., Barefoot, B.O., and Swing, R.L, Guidelines for evaluating the first-year experience (two-year college and four-year college editions). University of South Carolina, National Resource Center for the First-Year Experience, Columbia, 2001.
[13]	Smith, J.S. and Wertlieb, E.C, “Do first-year college students' expectations align with their first-year experiences?” NASPA Journal, 42(2), 153-174. May 2005.
[14]	Swing, R, (Ed.), Proving and improving: Strategies for assessing the first college year (Monograph No. 33), National Resource Center for The First-Year Experience and Students in Transition.University of South Carolina, Columbia, 2001.
[15]	Ewell, P, “Observations on assessing the first-year experience,” In R.L. Swing (Ed.), Proving and improving: Strategies for assessing the first college year (Monograph No. 33), National Resource Center for the First-Year Experience and Students in Transition, University of South Carolina, Columbia. 2001, 3-5.
[16]	Reason, R.D, “Student variables that predict retention: Recent research and new developments,” NASPA Journal, 46(3), 482-501. Jul. 2009.
[17]	Tinto, V, “Dropout from higher education: A theoretical synthesis of recent research,” Review of Educational Research, 45, 89-125. Jan. 1975.
[18]	Astin, A.W. What matters in college? Four critical years revisited, Jossey-Bass, San Francisco, 1993.
[19]	Astin, A.W. and Associates. The American freshman: Thirty-year trends, Higher Education Research Institute, UCLA Graduate School of Education, Los Angeles, 1988.
[20]	Chickering, A.W. and Reisser, L, Education and identity (2nd ed.), Jossey-Bass, San Francisco, 1993.
[21]	Chism, L., Baker, S., Hansen, M., and Williams, G, “Implementation of first-yearseminars, the summer bridge academy, and themed learning communities,” Metropolitan Universities Journal 19(2), 8-17. May 2008. [Online]. Available: http://www.cumuonline.org/mujAbstracts.aspx. [Accessed Jan. 5, 2012].
[22]	Horn, L. and Nevill, S, Profile of undergraduates in U.S. postsecondary education institutions: 2003–04: With a special analysis of community college students (NCES 2006-184). U.S. Department of Education, Washington, DC, 2006.
[23]	O’Gara, L., Karp, M.M., and Hughes, K.L, Student success courses in the community college: An exploratory study of student perspectives, Community College Research Center, Columbia University, Teachers College, New York, 2008.
[24]	Pascarella, E.T. and Chapman, D.W, “Validation of a theoretical model of college withdrawal: Interaction effects in a multi-institutional sample.” Research in Higher Education, 19, 25-48. Jun. 1983.
[25]	Pascarella, E.T., & Terenzini, P.T, Measuring outcomes of college: Fifty years of findings and recommendations for the future, Jossey-Bass, San Francisco, 1979.
[26]	Bean, J. and Metzner, B, “A conceptual model of nontraditional undergraduate student attrition,” Review of Educational Research, 55, 485-540, May 1985.
[27]	Swail, W.S., Redd, K. and Perna, L, “Retaining minority students in higher education: A framework for success.” In A. Kezar (Ed.), ASHE-ERIC Higher Education Report, 30(2), Wiley, Hoboken, NJ, 2003.
[28]	Palmer, M., O'Kane, P. and Owens, M, “Betwixt spaces: student accounts of turning point experiences in the first-year transition,” Studies In Higher Education, 34(1), 37-54, Jan. 2009.
[29]	Pike, G.R., Hansen, M.J. and Lin, C.H, “Using instrumental variables to account for selection effects in research on first-year programs,” Research in Higher Education, 52(2), 194-214, Apr. 2010.
[30]	Hendel, D.D, “Efficacy of participating in a first-year seminar on student satisfaction and retention” Journal of College Student Retention, 8, 413-423, Jul. 2007.
[31]	Reason, R.D., Terenzini, P.T., & Domingo, R.J, “Developing social and personal competence in the first year of college” The Review of Higher Education, 30, 271-299. Mar. 2007.
[32]	Palmer, M., O'Kane, P. and Owens, M, “Betwixt spaces: student accounts of turning point experiences in the first-year transition,” Studies In Higher Education, 34(1), 37-54, Jan. 2009.
[33]	U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. Digest of Education Statistics, 2007 (NCES 2008-022). 2008. [Online]. Available: http://www2.ed.gov/programs/idueshsi/index.html. [Accessed Jan. 5, 2012].
[34]	King, J, Gender equity in higher education: 2010 American Council on Education, Washington, D.C., 2010.
[35]	Newbold, J., Mehta, S. and Forbus, P, “A comparative study between non-traditional students in terms of their demographics, attitudes, behavior and educational performance,” International Journal of Education Research, 5(1), 1-24, Jan. 2010.
[36]	Gandara, P., Alvarado, E., Driscoll, A. and Orfield, G, Building pathways to transfer: Community colleges that break the chain of failure for students of color, 2012. [Online]. Available: http://files.eric.ed.gov/fulltext/ED529493.pdf. [Accessed May. 14, 2012].
[37]	Edman, J.L. and Brazil, B, “Perceptions of campus climate, academic efficacy and academic success among community college students: An ethnic comparison,” Social Psychology of Education: An International Journal, 12(3), 371-383, Aug. 2009.
[38]	Garcia, M, “When Hispanic students attempt to succeed in college, but do not,” Community College Journal of Research & Practice, 34(10), 839-847. Oct. 2010.
[39]	Vaughn, G.B, The community college story, University of Chicago Press, Chicago, 2006.
[40]	Rhoads, R., Buenavista, T.L. and Maldonado, D.E, Retention Project: Theoretical Contributions and the Role of Self-Empowerment . American Educational Research Journal, 42(4), 605-638, Oct. 2005.
[41]	Tinto, V, Completing college: Rethinking institutional action,University of Chicago Press, Chicago, 2012.
[42]	Berger, J.B. and Lyon, S.C. “Past to present: A historical look at retention,” In A. Seidman, College student retention, Praeger Publishers, Westport, 2005, 1-29.
[43]	Derby, D.C. and Smith, T, “An orientation course and community college retention,” Community College Journal of Research and Practice, 28, 763-773. Nov. 2004.
[44]	Porchea, S.F., Allen, J.R., and Phelps, R.P, “Predictors of long-term enrollment and degree outcomes for community college students: Integrating academic, psychosocial, socio-demographic, and situational factors,” Journal of Higher Education, 81(6), 680-708, Oct. 2010.
[45]	Adams, C. “Colleges try to unlock secrets to student rentention,” Education Digest 77(4), 19, 77, Apr. 2011.
[46]	Allen, I.E. and Seaman, J. Online nation: Five years of growth in on line education. The Sloan Consortium. 2007.
[47]	Crisp, G. and Nora, A, “Hispanic student success: Factors influencing the persistence and transfer decisions of Latino community college students enrolled in developmental education,” Research in Higher Education, 51(2), 175-194. Apr. 2010.
[48]	Mattson, C. Beyond admission: Understanding pre-college variables and the success of at-risk students. Journal of College Admission, (196), 8-13, Jan. 2007.
[49]	Perez, P.A. and McDonough, P.M, “Understanding Latina and Latino college choice,” Journal of Hispanic Higher Education 7, 249–265, Apr. 2008.
[50]	Friar, A.H. and Hawes, D.P, “Competing explanations for minority enrollments in higher education,” Journal of Public Administration Research and Theory, 22(1), 83-99. Jan. 2012.
[51]	Snyder, T.D. and Dillow, S.A. Digest of education statistics 2009 (NCES 2010-013). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, Washington, D.C., 2010. [Online]. Available: http://nces.ed.gov/pubs2010/2010013.pdf. [Accessed Mar. 14, 2012].
[52]	Hussar, W.J. and Bailey, T.M. Projections of Education Statistics to 2017 (Publication No. NCES 2008078). U.S. Department of Education, National Center for Education Statistics, Washington, D.C., 2008. [Online]. Available: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008078. [Accessed Mar. 14, 2012].
[53]	Barefoot, B.O. “The first-year experience: Are we making it any better?” About Campus, 5, 12-18, Jan. 2000.
[54]	Cuseo, J.B, “Course-evaluation surveys and the first-year seminar: Recommendations for use,” In R. L. Swing (Ed.), Proving and improving: Strategies for assessing the first college year (Monograph No. 33), National Resource Center for The First-Year Experience and Students in Transition, Columbia, 2001, 65-74.
[55]	Gardner, J.N, “Starting a freshman seminar program,” In M.L. Upcraft, J.N. Gardner and Associates (Eds.), The freshman year experience, Jossey- Bass: San Francisco, 1989, 238-249.
[56]	Tinto, V. and Pusser, B, Moving from theory to action: Building a model of institutional action for student success, National Postsecondary Education Cooperative, Department of Education, Washington, D.C., 2006.
[57]	Kuh, G.D., Schuh, J.H., Whitt, E. and Kinzie, J. (2010). Student success in college: creating conditions that matter, Jossey-Bass, San Francisco, 2010.
[58]	Rendón, L.I, “Beyond involvement: Creating validating academic and social communities in the community college,” Paper presented at the American River Community College, 1994.
[59]	Spady, W.G, “Dropouts from higher education: An interdisciplinary review and synthesis,” Interchange, 1, 64-65, Jan. 1970.
[60]	Padilla, R.V, “College student retention: Focus on success,” Journal of College Student Retention, 1(2), 131-145. Apr. 1999.
[61]	Rendón, L.I., Jalomo, R.E. and Nora, A, “Theoretical considerations in the study of minority student retention in higher education,” In J. M. Braxton (Ed.), Reworking the student departure puzzle,” Vanderbilt University, Nashville, 2000, 127-156.
[62]	Astin, A.W, “Student Involvement: A developmental theory for higher education,” Journal of College Student Personal, 24, 297-308, Jun. 1984.
[63]	Amenkhienan, C.A. and Kogan, L, “Engineering students’ perceptions of academic activities and support services: Factors that influence their academic performance,” College Student Journal 38(4), 523-541, Oct. 2004.
[64]	Bailey, T. and Alfonso, M, Paths to persistence: An analysis of research on program, Lumina Foundation for Education, Indianapolis, 2005.
[65]	Metz, G.W, “Challenge and changes to Tinto’s persistence theory: A historical review,” Journal of College Student Retention Research Theory and Practice, 6, 191-207, Jan. 2004.
[66]	Elkins, S., Braxton, J. and James, G, “Tinto’s separation stage and its influence on first semester college student persistence,” Research in Higher Education, 41(2), 251-268, Apr. 2000.
[67]	Deil-Amen, R, “Beyond remedial dichotomies: Are ‘underprepared’ college students a marginalized majority?” New Directions for Community Colleges, 59-71, Jan. 2011.
[68]	Voorhees, R.A, “Toward building models of community college persistence,” Research in Higher Education, 26(2), 115-129, Apr. 1987.
[69]	Braxton, J.M., Sullivan, A.V., Johnson, R.M, “Appraising Tinto’s theory of college student departure,” In J.C. Smart (Ed.), Higher education: Handbook of theory and research,(vol. XII), Agathon Press. New York, 1997, 107-164.
[70]	Tinto, V, “Classrooms as communities: Exploring the educational character of student persistence,” The Journal of Higher Education, 68, 599-623, Nov. 1997.
[71]	Hurtado, S. and Carter, D.F, “Effects of college transition and perceptions of the campus racial climate on Latino students' sense of belonging,” Sociology of Education, 70(4), 324-345, Oct. 1997.
[72]	Durkheim, E, ([1987] 1951). Suicide, Free Press, New York, 1987, 1951.
[73]	Barefoot, B.O., & Gardner, J.N, Achieving and sustaining institutional excellence for the first year of college, Jossey-Bass, San Francisco, 2005.
[74]	Howard, H.E. and Jones, W.P, “Effectiveness of a freshmen seminar in an urban University: Measurement of selected indicators,” College Student Journal, 34, 509–515, Nov. 2000.
[75]	White, E., Goetz, J., Hunter, M. and Barefoot, B, “Creating successful transitions through academic advising,” In M. Upcraft and G. Kramer, First-year academic advising: Patterns in the present, pathways to the future (Monograph No.18), National Resource Center for the Freshman Year Experience and Students in Transition, University of South Carolina, Columbia, 1995, 25-34.
[76]	Cohen, A.M. and Brawer, F.B, (2008). The American community college (5th ed.), Jossey-Bass, San Francisco, 2008.
[77]	Jardine, A. and Krause, K, “Once they arrive how do we keep them? Student persistence research and implications for the retention of non-traditional students,” Enhancing Student Success Conference, 2005. [Online]. Available: http://www.ccc.newcastle.edu.au/studentsupport/2005conference/Ann%20Jardine.pdf. [Accessed Jan. 11, 2013].
[78]	Gordon, V.N. (Ed.), Issues in advising the undecided college student (Monograph No. 15), University of South Carolina, National Resource Center for the Freshman Year Experience. Columbia, 1994.
[79]	Jones, R. and Becker, K, “Getting Prepared for the Underprepared,” The Mentor, 4(2), Apr. 2002. [Online]. Available: http://www.psu.edu/dus/mentor/020415rj.htm. [Accessed Feb. 8, 2013].
[80]	Willging, P.A. and Johnson, S.D, “Factors that influence students’ decision to dropout of online courses,” Journal of Asynchronous Learning Networks 8(4), 2–15, Jan. 2004. [Online]. Available: http://sloanconsortium.org sites/default / /files/v13n3_10willging_0.pdf. [Accessed Feb. 8, 2013].
[81]	Workman, J.J. and Stenard, R.A, “Student support services for distance learners,” DEOSNEWS, 6(3), Oct. 1996. [Online]. Available: http://www.ed.psu.edu/acsde/deos/deosnews/deosnews6_3.asp. [Accessed Feb. 8, 2013].
[82]	Leveille, D.E, “An emerging view on accountability in American higher education,” Research & Occasional Paper Series: CSHE.8.05, Center for Studies in Higher Education, University of California, Berkeley, 2005. [Online]. Available: http://cshe.berkeley.edu/. [Accessed Feb. 8, 2013].
[83]	Aud, S., Hussar, W., Kena, G., Bianco, K., Frohlich, L., Kemp, J. and Tahan, K, The Condition of Education 2011 (NCES 2011-033), National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, Washington, D.C. 2011.
[84]	Ayers, D. F, “Mission priorities of community colleges in the southern United States,” Community College Review, 30(3), 1-15, Jun. 2002.
[85]	Thayer, P.B, “Retention of students from first generation and low income backgrounds, Opportunity Outlook, 2-8, 2000.
[86]	Schmidt, P, “Academe’s Hispanic Future: The nation’s largest minority group faces big obstacles in higher education, and colleges struggle to find the right wasys to help,” The Chronicle of Higher Education, Nov. 28, 2003. [Online]. Available: http://chronicle.com/article/Academe-s-Hispanic-Future/20497. [Accessed Jan. 28, 2013].
[87]	Cavanagh, S, “Barriers to college: Lack of preparation vs. financial Need. Education Week, 23(19), 1 and 13, Jan. 2004. [Online]. Available: http://www.edweek.org/ew/articles/2004/01/21/19access.h23.html. Accessed Apr. 4, 2013.
[88]	Ross, T., Kena, G., Rathbun, A., KewalRamani, A., Zhang, J., Kristapovich, P. and Manning, E, Higher education: Gaps in access and persistence study. Statistical analysis report. NCES 2012-046, National Center for Education Statistics, Washington, D.C., 2012.
[89]	Newbold, J., Mehta, S. and Forbus, P, “A comparative study between non-traditional students in terms of their demographics, attitudes, behavior and educational performance, International Journal of Education Research, 5(1), 1-24, Jan. 2010.
[90]	Porter, S.R. and Swing, R.L, “Understanding how first-year seminars affect persistence,” Research in Higher Education, 47(1), 89-109, Jan, 2006.
[91]	Allan, E, Women's status in higher education: Equity matters, Jossey-Bass, San Francisco, 2011.
[92]	Lau, L.K, “Institutional factors affecting student retention,” Education, 124(1),126-137, Jan. 2003.
[93]	Levitz, R. and Noel, L,Taking the Initiative: Strategic moves for retention, USA Group Noel-Levitz, Inc., Iowa City, 2000.
[94]	Terenzini, P., Rendón, L., Upcraft, M., Millar, S., Allison, K., Gregg, P. and Jalomo, R. “The transition to college: Diverse students, diverse stories,” In F. Stage, J. G. Anaya, D. Bean, Hossler, and G. Kuh (Eds.), ASHE reader series: College students: The evolving nature of research, Simon & Schuster Custom Publishing, Needham Heights, MA, 1996, 54-65.
[95]	Rovai, A.P, “Building classroom community at a distance: A case study,” Educational Technology Research and Development Journal, 49(4), 35-50, Jan. 2001.
[96]	Bragg, D.D, “Contemporary vocational models and programs: What the research tells us,” New Directions for Community Colleges, 25-34, Jan. 2002.
[97]	Seybert, J.A, “Assessing student learning outcomes,” New Directions for Community Colleges, 55-66. Jan. 2002.
[98]	U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, Digest of Education Statistics, 2007 (NCES 2008-022), 2008. [Online]. Available: http://www2.ed.gov/programs/idueshsi/index.html. [Accessed May 5, 2013].