Identifying College Student Success: The Role of First Year Success Courses and Peer Mentoring
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Author
Corella, Arezu KazemiIssue Date
2010Keywords
College Student SuccessFirst Year Experience
First-Year Success Courses
Peer Mentoring
Student Persistence
Student Retention
Committee Chair
Lee, Jenny
Metadata
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The University of Arizona.Rights
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.Abstract
Student Success continues to be a topic of great interest in the Higher Education Literature. Fifty percent of those students who enter a four-year institution actually graduate and 25 % of first year students do not persist into their second year in college. First-year success courses and peer mentoring along with other programming strategies have been developed to improve retention and success for college students during their first-year of college. This study explored how college students from nine different institutions defined college student success. In addition, students from these institutions were surveyed to find out how and if first-year success courses and/or peer mentoring contribute to college student success. Follow-up interviews allowed for a deeper understanding of how first-year success courses and peer mentoring contribute to college student success. The study found a new comprehensive definition for college student success. Also, first-year success courses and peer mentoring do have positive relationships with college student success however, they also have some shortcomings that were identified in this study.Type
textElectronic Dissertation
Degree Name
Ph.D.Degree Level
doctoralDegree Program
Higher EducationGraduate College