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dc.contributor.authorCorella, Arezu Kazemi
dc.creatorCorella, Arezu Kazemien_US
dc.date.accessioned2011-12-06T13:57:22Z
dc.date.available2011-12-06T13:57:22Z
dc.date.issued2010en_US
dc.identifier.urihttp://hdl.handle.net/10150/195550
dc.description.abstractStudent 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.
dc.language.isoENen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © 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.en_US
dc.subjectCollege Student Successen_US
dc.subjectFirst Year Experienceen_US
dc.subjectFirst-Year Success Coursesen_US
dc.subjectPeer Mentoringen_US
dc.subjectStudent Persistenceen_US
dc.subjectStudent Retentionen_US
dc.titleIdentifying College Student Success: The Role of First Year Success Courses and Peer Mentoringen_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.contributor.chairLee, Jennyen_US
dc.identifier.oclc659754889en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberRios-Aguilar, Ceciliaen_US
dc.contributor.committeememberLunsford, Laura Gailen_US
dc.identifier.proquest10965en_US
thesis.degree.disciplineHigher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.namePh.D.en_US
refterms.dateFOA2018-06-23T20:45:04Z
html.description.abstractStudent 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.


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