How We Will Do It:
23) Participating (or not participating) in a first year experience
course/introduction to college course impacted my decision to re-enroll in the following ways:
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 24) Declaring (or not declaring) a major impacted my decision to re-enroll in the
following ways:
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Appendix F
Dissertation Task Assignments
Chapter I: Introduction……….Sean, Tyson, Theresa, Natissia Chapter 2: Literature Review………Sean, Tyson, Theresa, Natissia Chapter 3: Methodology………...Sean, Tyson, Theresa, Natissia IRB Forms.………Tyson
Dissertation Proposal……….Sean, Tyson, Theresa, Natissia Chapter 4: ……….Sean, Tyson, Theresa, Natissia
Analyzing Agency Records………..Theresa and Natissia Analyzing Surveys………Tyson and Sean
Results………...Sean, Tyson, Theresa, Natissia Interpretation……….Sean, Tyson, Theresa, Natissia Chapter 5: Discussion………Sean, Tyson, Theresa, Natissia Dissertation Defense……….Sean, Tyson, Theresa, Natissia
Appendix G Codebook
• Preparedness: The fact of being ready for next steps and knowing what to expect, including not only the act of enrolling in classes, but knowing how to enroll, which classes to take, and how to proceed.
Some sample phrases supporting the theme include:
“helped prepare and start to think about what would be expected of me”
“to help myself be more prepared”
“knowing I would be prepared and ready for my classes” “made enrolling less stressful”
o Availability: Easy or possible to get the classes needed or want for the following semester.
Sample phrases:
• “It’s important to enroll early so you can get the class you want”
• “ensured that I was able to enter the classes I wanted because they were not full yet”
• “all classes are still open and available to you” • “get into the classes you want before it gets full” • “those classes I am mandatory to get done will be
available”
o Flexibility: Ability to change due to outside obligations or interests Sample phrases:
• “helped me schedule time and work with work to adjust hours”
• “revamp my personal schedule”
• “make sure my classes were in order how I wanted them” • “if you need to refix your schedule having other options
helps”
• “classes I wanted and times I wanted”
• “if it would have been directed more towards my major it would have been more interesting”
• “afraid something would come up” • “changing my mind is not a good idea”
o Navigation: The act, activity or process of finding the way and the ability to utilize resources.
• “It helped me understand the process of course selection and what I needed to do”
• “I have a much better understanding of how the college experience works”
• “I learned to navigate Crowder better”
• “very helpful in allowing me to get my bearings set for the semester”
• “helped me learn some things I have used along the way” • “helped me be able to navigate the web-site”
• “helped me use blackboard better and learn new things” • “helped to know when the earliest date to enroll was” • Planning: The act or process of making a plan to achieve or accomplish an
objective, or following the roadmap to completion. Some sample phrases supporting the theme include:
“I knew exactly what classes I needed and got them all lined up through future semesters”
“putting me on my degree plan to complete the required coursework to obtain an Associate’s degree”
“made me focus on certain courses and it avoided taking courses that I did not need”
“causing me to develop my plan of study”
“encouraged me to think ahead and get all of my courses plan(n)ed out”
o Goal: Something the student is trying to do or achieve. Sample phrases:
• “I knew exactly what I needed to do to accomplish my goals of achieving that specific major”
• “helped me stay enrolled in school b/c I have a clear goal in mind”
• “help you to work towards an ultimate goal”
• “push me through the semester and know what my real goal is”
o Time to degree: Managing the number of years or semesters to complete a degree program.
Sample phrases:
• “to get my RN more quickly”
• “getting me that much closer to my degree”
• “gave me foresight to how long I would be attending Crowder before I would graduate”
• “would of helped me not take 11 years to go back and do a completed second semester”
• “made me aware of how quickly things can slip away” • “helped in managing my time to decide how many courses
I could take”
• “I feel as if I’ve went to Crowder this whole time and now I won’t be graduating”
• “failing your classes can really affect your opportunities to finish college”
• “I have been working for the last eight years, and I now see the value of a degree”
• “to get my degree in a timely fashion since I am currently a part time student”
o Avoiding Unnecessary Classes/Waste: Preventing the chance of taking classes not needed for the student’s degree program
Sample phrases:
• “avoided taking courses that I did not need”
• “you may take a lot of classes but never get a degree which seems a waste of time and money”
• “made it possible to where I didn’t have to take any unnecessary classes”
• “it would be a waste of my own money to go to school and not have an end goal”
• “paying for classes that I will end up not needing for my eventual major”
• “I took classes I did not need”
• “save you from taking any unnecessary classes” • Motivation and Self-efficacy: Having a reason to persist in school and a
student’s confidence level in being successful in college. Some sample phrases supporting this theme include:
“helped me to realize that I could actually do college” “the instructor help(ed) me feel more motivated” “it gave me confidence in moving towards my goals” “helped me with study habits and self-esteem” “mentally ready for when classes start”
“helps your mindset”
“successfully accomplished my first year of college at Crowder and loved it”
Appendix H Model Implementation
In order to implement the following model effectively, it is recommended that administrators develop task forces to determine timeline implementation as well as programing specifics. Entry/mid-level staff should be charged with carrying out specifics related to programs. Formative/Summative reports should be given to administrators (as deemed appropriate by mid-level administrators) who will monitor the effectiveness of the programs and implement strategies/changes to increase program effectiveness for the students served. Task forces should include representatives from various departments and colleges across campus, of various ethnic/cultural groups, with varying levels of
responsibility and influence.
Model Definitions Availability
The student has ease of access in registering for classes needed for a particular program or interest.
Avoiding Unnecessary Classes
The student takes few classes not pertaining to major/interests Deferred Action for Childhood Arrivals (DACA)
DACA is an American immigration policy that allows certain illegal and/or undocumented immigrants who entered the country before their 16th birthday (before June 2007) to receive a renewable two-year work permit and exemption from
deportation. Flexibility
The student is able to change and adapt as outside interests evolve or outside obligations arise.
Goal Oriented
The student has something specific and measurable to work towards or achieve. Navigation
The student is able to locate and utilize needed resources. Personal Accountability
The student takes responsibility for mistakes and develops an action plan to learn from them (internal locus of control).
Planning
The student has a plan to achieve or accomplish a particular objective. Preparedness
The student is ready for next steps. Knowing what to expect in regards to which classes to take, how to enroll/re-enroll, and how to proceed.
Self-Efficacy and Motivation
The student has a reason to persist in school (i.e. for personal satisfaction) as well as confidence to be successful.
Sense of Belonging
The student feels at-home at the institution and is easily able to build a support network. The student may join organizations or engage in extracurricular activities, in order to find his/her niche.
Time to Degree