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|a LC2781.C53 2001_ClarkeHaroldR |2 BU-Local |
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|a LC2781.C53 2001 |
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|a Clarke, Harold R., Jr.. |
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|a The effects of social integration strategies on first-year student retention at a historically black higher education institution |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2001. |
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|a x, 129 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2001. |
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|a Includes bibliographical references (leaves 96-117). |
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|a Copyright Harold R. Clarke Jr. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a One-hundred-fifty first-year students enrolled in developmental courses at Florida Memorial College during the Fall term participated in a study to determine the impact of collaborative learning communities and residential setting on students’ personal growth, academic performance, and persistence. Incoming freshman students were given a computerized placement test. Only students that tested into two or more developmental courses were considered for this study. From the sample of eligible students, seventy-seven students were selected and assigned to a collaborative learning community; this experimental group took two or more developmental classes and the standard FMC 101 class together. Another seventy-three students were assigned to a control group and took the same courses but independent of each other. The experimental and control groups were further divided by residential status; ninety-two participants were residential students and fifty-eight participants were off-campus, commuter students. Each group completed the College Outcomes Survey at the end of the term. The experimental group living on campus was expected to report more personal growth than control group commuter participants. Personal growth ratings did not support the hypothesized expectancy. First-year students in the experimental group that resided in the residence halls were also expected to perform better academically. However, control group participants earned a higher overall academic GPA than participants in the experimental group. Finally, experimental group participants did not differ significantly from control group participants with respect to retention. Over ninety-six percent of the study group enrolled for the Spring 2001 term. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a African American college students |x Attitudes. |
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|a Minorities |x Education (Higher) |x United States. |
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|a African American college students |x Social conditions. |
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|a Grade repetition. |
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|a Academic theses. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001812/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/18/12/00001/LC2781_C53 2001_ClarkeHaroldRthm.jpg |
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|a Theses and Dissertations |
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