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ERIC Number: EJ1098186
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-1083-6470
An Exploratory Study of Instructional Strategies, Academic Integration, and Subsequent Institutional Commitment
Brown, Jennifer L.; Robinson-McDonald, Dawn
Journal of Research in Education, v24 n2 p160-172 Fall-Win 2014
As student persistence efforts remain stagnant and the level of accountability grows for higher education, the classroom environment could offer some assistance toward improving academic integration and subsequent institutional commitment. The process of student persistence at four-year commuter colleges and universities differs from the process at large scale residential universities, and the nature of this institutional experience impacts student persistence. At commuter institutions, the classroom serves as a gateway for student integration into the academic and social communities within a college or university, which encourages subsequent institutional commitment and increases the likelihood of student persistence. A possible key for unlocking the gate is the Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson, 1987). This exploratory mixed methods study examined the relationship between the Seven Principles, academic integration, and subsequent institutional commitment with first-time freshman students enrolled at a commuter institution. The quantitative data analysis revealed the strongest relationship existed between Academic Integration and Subsequent Institutional Commitment; however, there was a moderate relationship between Academic Integration and Diverse Talents and Ways of Learning. The qualitative data analysis revealed academic and social integration were connected with the participants' perception of the institution. One possible implication includes more faculty training at the college-level regarding the use of effective instructional methods, which are component of the Seven Principles.
Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A