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Academic advising, engagment with fa...

Duke, Shalamon A.

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Academic advising, engagment with faculty, course load, course type, and course completion rates for urban community college students with learning disabilities.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Academic advising, engagment with faculty, course load, course type, and course completion rates for urban community college students with learning disabilities./
作者:	Duke, Shalamon A.
面頁冊數:	132 p.
附註:	Adviser: William Maxwell.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3261811

Academic advising, engagment with faculty, course load, course type, and course completion rates for urban community college students with learning disabilities.
Duke, Shalamon A.

Academic advising, engagment with faculty, course load, course type, and course completion rates for urban community college students with learning disabilities. - 132 p.

Adviser: William Maxwell.

Thesis (Ed.D.)--University of Southern California, 2007.

Published literature suggests that students with learning disabilities have difficulty completing academic programs in higher education (Mull, Stilington, and Alper, 2001). Furthermore, the literature contends that the successful academic integration of these students will increase their rates of persistence in postsecondary education. This study utilizes academic advising as discussed by Crookston, O'Banion, and Lowenstein and retention as discussed by Tinto, Spady, and Bean. Additionally, this study hypothesizes that student success is correlated with a student's course load and the types of courses taken. Institutional efforts, such as academic advising, lead to the overall integration of students with disabilities and course-taking patterns. The purpose of this study is to analyze how persistence is correlated with academic advising, course load and the types of courses students with learning disabilities enroll. The analysis will use the data obtained from the Transfer and Retention of Urban Community College Students (TRUCCS) database. This study also offers some recommendations and intervention strategies for administrators, counseling and instructional faculty, and staff who assist students with learning disabilities in the community college setting.Subjects--Topical Terms:

1018008
Education, Community College.

Academic advising, engagment with faculty, course load, course type, and course completion rates for urban community college students with learning disabilities.
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520 $a Published literature suggests that students with learning disabilities have difficulty completing academic programs in higher education (Mull, Stilington, and Alper, 2001). Furthermore, the literature contends that the successful academic integration of these students will increase their rates of persistence in postsecondary education. This study utilizes academic advising as discussed by Crookston, O'Banion, and Lowenstein and retention as discussed by Tinto, Spady, and Bean. Additionally, this study hypothesizes that student success is correlated with a student's course load and the types of courses taken. Institutional efforts, such as academic advising, lead to the overall integration of students with disabilities and course-taking patterns. The purpose of this study is to analyze how persistence is correlated with academic advising, course load and the types of courses students with learning disabilities enroll. The analysis will use the data obtained from the Transfer and Retention of Urban Community College Students (TRUCCS) database. This study also offers some recommendations and intervention strategies for administrators, counseling and instructional faculty, and staff who assist students with learning disabilities in the community college setting.
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