The Role of the Faculty in Retaining Students

The Role of the Faculty in Retaining Students by Alisha L. Edmonds MS, Fort Valley State University, 2010 BSW, Fort Valley State University, 2005 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2016 Abstract Decreasing retention rates have become a serious issue at several universities in the United States. At a university in middle Georgia, retention rates have been steadily declining for the last several years. The purpose of this study was to explore how the faculty at this university might implement more educational services on campus to increase retention. Bandura’s theoretical framework of self-efficacy was used in this qualitative case study. Key questions for the study asked faculty about what programs or instructional strategies they believe currently offer support to retaining students at this university, how faculty at the university perceive that they contribute to retention and graduation, and what factors faculty observe that affect student retention and graduation. Ten faculty members at the university were randomly sampled and participated in faceto-face interviews. The data was analyzed by hand using themes. The data analysis revealed that faculty believed student retention might be increased through improved student engagement, building better faculty and student rapport, developing concrete retention goals, and implementing a mentoring program. A 3-day professional development training program was designed for faculty members to increase their knowledge of student retention, student engagement, goal attainment, and services that could be beneficial in student retention. The project resulting from this research may encourage the faculty and the university to implement more resources and services for students so as to increase the retention rates. This study promotes social change by providing faculty members the results of the study and illuminating the ways to strengthen and increase the services on their campus.Decreasing retention rates have become a serious issue at several universities in the United States. At a university in middle Georgia, retention rates have been steadily declining for the last several years. The purpose of this study was to explore how the faculty at this university might implement more educational services on campus to increase retention. Bandura’s theoretical framework of self-efficacy was used in this qualitative case study. Key questions for the study asked faculty about what programs or instructional strategies they believe currently offer support to retaining students at this university, how faculty at the university perceive that they contribute to retention and graduation, and what factors faculty observe that affect student retention and graduation. Ten faculty members at the university were randomly sampled and participated in faceto-face interviews. The data was analyzed by hand using themes. The data analysis revealed that faculty believed student retention might be increased through improved student engagement, building better faculty and student rapport, developing concrete retention goals, and implementing a mentoring program. A 3-day professional development training program was designed for faculty members to increase their knowledge of student retention, student engagement, goal attainment, and services that could be beneficial in student retention. The project resulting from this research may encourage the faculty and the university to implement more resources and services for students so as to increase the retention rates. This study promotes social change by providing faculty members the results of the study and illuminating the ways to strengthen and increase the services on their campus. The Role of the Faculty in Retaining Students by Alisha L. Edmonds MS, Fort Valley State University, 2010 BSW, Fort Valley State University, 2005 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2016 Acknowledgments I would like to thank Dr. Batiuk, Dr. Hebert, and Dr. Bail for guiding me through this process. Your knowledge and insight were exemplary during this journey and I will always be grateful to the three of you. To my accountability partner, Lekeia Sears, thank you for the encouragement and inspired faith that you provided to me during this journey. Like I said, we started together and we will finish together. To Jimmy and Qwantel, you two are the epitome of showing me that with hard work and determination, anything can be accomplished. Thank you for being the sunshine to my cloudy days. To my sister and brother-in-law, Latonya and Anthony, you two showed me that earning a degree, raising a child, and working were attainable. Thanks for letting me pick your brain, vent when needed, and providing the help I needed when I asked. To my god-daughter, LaKayla and nephew Damien, you two are the reason why I work so hard. Always remember that Tee-Tee has your front and your back. You two are my heartbeat. Lastly, I would like to thank my mother, Deidrea, who expects no less than for me to be great. You raised two very strong, educated, and independent girls alone. I now see why you stayed us so hard about an education. I want to thank you from the bottom of my heart for your love, guidance, and support through this journey. I promise that I will continue to keep making you proud, I love you.