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dc.contributor.advisorCaldwell, Corrinne A.
dc.creatorCampbell, Matthew Allen
dc.date.accessioned2020-10-21T14:26:55Z
dc.date.available2020-10-21T14:26:55Z
dc.date.issued2013
dc.identifier.other864885997
dc.identifier.urihttp://hdl.handle.net/20.500.12613/895
dc.description.abstractSet in a large, urban, public university, this study explores the use of an institutionally specific risk instrument developed to identify students who had a high risk of attrition and the effectiveness of subsequent interventions deployed through advising. Though implemented throughout the institution, this study identified control and treatment groups in the University's College of Science and Technology in order to examine the impact of the risk instrument and advising interventions on first-year retention. The data were analyzed to determine the accuracy of the risk instrument in predicting risk of attrition for students, to identify alternative "tailored" models for assessing risk, and to examine an advising model employed to actively respond to the identified risk. Results are reported to inform institutions about the accuracy of the prediction instrument and the specifics of advising interventions. Special consideration is given to the social justice mission of the institution and the ethical considerations of how to respond to risk assessments.
dc.format.extent153 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectHigher Education Administration
dc.subjectEducational Administration
dc.subjectEducation, Higher
dc.subjectAdvising
dc.subjectPersistence
dc.subjectPrediction
dc.subjectRetention
dc.subjectRisk
dc.subjectStem
dc.titleThe impacts of intrusive advising on the persistence of first-year science, technology, and mathematics students identified using a risk prediction instrument.
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberDuCette, Joseph P.
dc.contributor.committeememberJones, Peter R.
dc.contributor.committeememberDavis, James Earl
dc.contributor.committeememberDrake, Jayne
dc.description.departmentEducational Administration
dc.relation.doihttp://dx.doi.org/10.34944/dspace/877
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
refterms.dateFOA2020-10-21T14:26:55Z


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