Re: service-learning and retention

I know of one dissertation that might help.   Good luck!  Ann

Title: Minority Student Retention and Academic Achievement. 
Author(s): Jane S. Takahashi 
Date Published: 1991 
Number of Pages: 157 
Resource Type: monograph, academic research 
Subject Heading: Multicultural Development 
Notes: A dissertation submitted in partial satisfaction of the requirements
for the degree Doctor of Philosophy in Education. 
Abstract:
Amidst growing concern for equity and diversity in higher education, this
study highlights the amazing success of a unique writing and tutoring
program and freshman summer bridge program in increasing the retention and
academic achievement of minority, low-income, and first-year freshmen. It
provides a strong argument against selective admissions practices and an
argument for more ancillary support services and experiential learning
courses. The talent development goal of institutions of higher education is
emphasized. First, a survey was conducted to identify successful retention
programs at selective research universities. Then, using a
quasi-experimental design, a two-year longitudinal comparative analyses was
conducted for the students in the Community Educator Project (CEP) and
three cohort groups (N = 256). CEP students had better retention and higher
academic achievement than their peers of minority and economically
disadvantaged first-year freshmen. Moreover, despite weaker verbal and math
skills, CEP students achieved at levels commensurate or better than
students not at high-risk for early attrition. The reasons for the academic
success of CEP students are attributed to the specific and collective
effects of its parts. Very caring and highly competent instructors had high
expectations of the students and nurtured their abilities to meet the class
objectives. Via student-led classes, consensual decision-making, and
learning activities, the instructors built a strong classroom community in
which the student voice was heard and the free expression of ideas was
encouraged. The classroom theme of education in light of the student's
experiences provided subject matter relevancy. Tutoring others provided the
students with experiential learning that provided career exploration,
increased their self-efficacy, challenged their theoretical constructs, and
gave them the satisfaction of community service. Other program components
that seem to contribute to CEP's academic success are the ancillary
academic support services (e.g., tutoring, counseling, etc.), selection of
readings, journal of their internships. (author) 
Where to Obtain this Resource: 
UMI - http://www.umi./com


At 03:15 PM 6/1/00 -0600, servlern servlern wrote:
>Hi Listserv: 
>
>I am a graduate assistant for the Service-Learning Program at Boise State
University in Idaho. Some university administrators are interested in any
information or specific research out there regarding service-learning and
how it directly relates to retention. Is there any specific information
like this? Thanks for your help, Sylvia Dana - SL grad assistant
>
>
>
Ann Treacy                                                            
651-699-4936
1907 Randolph Ave                                               
atreacy@tc.umn.edu
St. Paul MN 55105