Personal Connections of First-Year College Students

205 Pages·2017·1.35 MB·English

Walden University
ScholarWorks
Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
Collection
2018
Personal Connections of First-Year College
Students
Jaclyn Kopel
Walden University
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Walden University

College of Education

This is to certify that the doctoral study by

Jaclyn Kopel

has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. Vicki Underwood, Committee Chairperson, Education Faculty
Dr. Sydney Brown Parent, Committee Member, Education Faculty
Dr. Rollen Fowler, University Reviewer, Education Faculty

Chief Academic Officer
Eric Riedel, Ph.D.

Walden University
2018
Abstract
Personal Connections of First-Year College Students
by
Jaclyn Kopel

MSEd, Walden University, 2012
BA, Pace University, 2010

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
April 2018
Abstract
A private, not-for-profit, 4-year urban university had been struggling to improve its 1st-
year retention rate despite conducting previous studies and implementing various
initiatives. This study explored the influence that students’ personal connections to the
study site had on their experience in their 1st year in college. Tinto’s student integration
models of attrition, Astin’s theory on student involvement, and Berger and Milem’s
model of persistence served as the conceptual framework. A case study design was
employed to examine faculty and staff members’ beliefs on how the university
established and maintained connections with its students and how faculty, staff, and
students viewed 1st-year initiatives and retention in relation to personal connection.
Individual interviews were conducted with 3 faculty members, 3 staff members, and 15
2nd-year students. The resulting data were coded both manually and using Microsoft
OneNote and were analyzed for emerging themes. Some of the results that emerged from
the study included that the study site had a difficult time establishing a connection with
its students, 1st-year initiatives had mixed results, students stayed at the study site
because of a personal connection, and urban institutions have a difficult time establishing
a connection with students. These results shed light on a new area on which the university
can focus its retention and 1st-year experience efforts. A white paper was written to offer
possible solutions to administrators, including changes to the dormitories and a redesign
of the 1st-year seminar course. Improvements to 1st-year retention will help promote
positive social change by enabling more students to stay in college and graduate on time,
which in turn enhances job opportunities and the potential for higher wages.
Personal Connections of First-Year College Students
by
Jaclyn Kopel

MSEd, Walden University, 2012
BA, Pace University, 2010

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
April 2018
Dedication
I want to dedicate this to my Mom who has been there for me every step of this
journey from the first day of kindergarten to the late nights trying to complete this study.
She has supported me through every academic crisis and moment of overwhelming
stress. She taught me to take schoolwork one step at a time. She has been my biggest
cheerleader and has made sure the moments of uncertainty and feeling like I was going to
quit were short lived. Since I started school she has challenged me to constantly excel and
always set the bar higher and higher, so I could work harder to reach it. While I hated that
mentality while growing up, I have since learned to appreciate what she did for me. I
never would have considered pursuing a doctorate without the constant push she gave me
to excel. Words cannot adequately describe how much she has done for me and how
much she means to me.
I would also like to dedicate this to every teacher who believed in me and shaped
me into who I am today both as a student and an educator. In particular, Abby, Grady,
Liz S., Joel, Elisabeth, Bill, Gayla, Dr. Brock, and Prof. Medow. It was those personal
connections that made me want to enter the field of education and inspire others. Lastly, I
would like to dedicate this to my students. They have been my constant source of
motivation and inspiration. Their messages of encouragement throughout this process
have been crucial for me. Their support has meant the world to me and I hope that the
results of this study will help to improve their educational experience.
Acknowledgements
I want to thank my committee members for their patience and guidance on this
study. Their advice has been invaluable. I am extremely appreciative of Dr. Underwood’s
rigorous edits as it has made me a better writer and scholar. The skills I have learned
from her will have a lasting impact on the work I do as a student and an educator. Also, a
huge thanks to her for being my IRB champion. Dr. Parent’s coaching during our weekly
phone calls helped to make sure this study started smoothly and was well thought out. I
could not have completed this study without the two of them and for that I am eternally
thankful. Dr. Fowler’s outside perspective helped to make sure I was keeping all my
readers in mind.
I want to thank my family, my real one and my work one. I could not have
survived this without their constant support. They listened to me complain, propped me
up when I was discouraged, constantly helped me see the light at the end of the tunnel,
made me laugh, and covered for me when I needed time off to do school work. The
constant stream of advice about life from Bill and about research from Pam was just what
I needed, regardless of whether or not I actually took said advice. So thank you to my
Mom, Dad, grandparents, my “daughter” Chloe, Bill, Jess, Pam, Devina, Maddie,
Mohini, Carolyn, Rachel, Kyla, Nelli, Holly, Lindita, Jen, Wanda, Sean, Luis, Danielo,
Roberto, and Nickie. Thank you to Remzi for your unwavering support of my education
and achievements. I cannot wait for you to start calling me Dr. Kiddo. Thank you to
Jonathan for reminding me not to let anyone or anything get me down and to Olga for
helping me learn how to think outside the box.
The biggest thank you to Raymond for keeping me sane. You were my Walden
buddy from the beginning and the person I could always turn to when I did not know
what to do about some aspect of my study or I just needed to vent. We may have been
several states away from each other, but I always felt like you were right by my side
when I needed you. Thanks for leading the way and dropping breadcrumbs so I could
follow.
To my friends, like Winnie, Selasi, Passcell, Flora, and Bikkaram, who I
abandoned in the process of this study, I appreciate how you were still willing to love me
and be my friend even though I could never see you. You guys helped support me
through my previous degrees and allowed me to start on this doctoral journey. I am so
proud of all of you with the educational, career, and life accomplishments you have had
while I have been working on this study. I look forward to being a bigger part of your
lives again, now that this doctoral journey is done.
Lastly, the biggest thank you to my participants, colleagues, and students who
helped me on this journey. I do not have enough space to name you all nor am I allowed
to, but you were all incredibly helpful, especially during the crazy data collection period.
Thank you for being my heroes in that moment. Thank you to my students who had faith
in me that I could do this and told me I inspired them, when they were the ones who
inspired me. Thanks to Vato for calling me Dr. Kopel for the last two years as that served
as a constant reminder of the end goal. You made me want to make it a reality.
Table of Contents
List of Tables ..................................................................................................................... iv
Section 1: The Problem ........................................................................................................1
The Local Problem .........................................................................................................1
Rationale ........................................................................................................................4
Definition of Terms........................................................................................................6
Significance of the Study ...............................................................................................7
Research Questions ........................................................................................................9
Review of the Literature ..............................................................................................10
Conceptual Framework ......................................................................................... 11
Review of the Broader Problem ............................................................................ 14
Conclusion ............................................................................................................ 28
Implications..................................................................................................................28
Summary ......................................................................................................................29
Section 2: The Methodology ..............................................................................................31
Qualitative Research Design and Approach ................................................................31
Participants ...................................................................................................................32
Selection Criteria .................................................................................................. 32
Gaining Access to Participants ............................................................................. 35
Researcher-Participant Working Relationship ...................................................... 37
Protection of Participants’ Rights ......................................................................... 38
Data Collection ............................................................................................................38
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Interviews .............................................................................................................. 39
Keeping Track of Data .......................................................................................... 42
Role of the Researcher .......................................................................................... 43
Data Analysis ...............................................................................................................44
Transcription and Coding ..................................................................................... 44
Evidence of Quality .............................................................................................. 47
Findings................................................................................................................. 48
Discrepant Cases ................................................................................................... 88
Conclusion ...................................................................................................................89
Section 3: The Project ........................................................................................................91
Introduction ..................................................................................................................91
Rationale ......................................................................................................................91
Review of the Literature ..............................................................................................92
White Papers ......................................................................................................... 93
Grey Literature ...................................................................................................... 97
Policy Papers ......................................................................................................... 99
Policies on Higher Education Persistence ........................................................... 102
Project Description.....................................................................................................103
Needed Resources, Existing Supports, and Potential Barriers ........................... 104
Proposal for Implementation and Timetable....................................................... 104
Roles and Responsibilities of Student and Others .............................................. 105
Project Evaluation Plan ..............................................................................................105
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