Examining Student Departure: A qualitative program evaluation of the Ascent program at Plymouth State University
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Authors
Grant, Rebecca
Date
2023-05-12
Type
Dissertation
Language
en
Keywords
Alternative Title
Abstract
AN ABSTRACT OF THE DISSERTATION OF
Rebecca A. Grant for the degree of Doctor of Education in Leadership, Learning and
Community
Presented on March 29, 2023
Title: Examining Student Departure:
A Qualitative Program Evaluation of the Ascent Program at Plymouth State
University
Abstract approved:
__________________________________________
Roxana Wright, Ph.D., Dissertation Committee Chair
The purpose of this qualitative evaluation was to understand how the Ascent program, a
bridge initiative at Plymouth State University, programmatically addressed institutional
concerns regarding student retention and persistence during its three-year pilot phase,
according to the perceptions of past participants, faculty, and administrators. The
evaluation was designed to provide an opportunity for direct stakeholders to articulate
their authentic perceptions of the efficacy of the Ascent program as an initiative
developed to mitigate student departure. To gain this insight, a focus group was
conducted with prior Ascent students who are now in mentorship roles in the program,
and semi-structured individual interviews were conducted with Ascent instructors and
administrators. Many student participants articulated that their participation in the
program aided in their transition to college, provided valuable social support, and
increased self-confidence. Additionally, it was found that student mentorship, increased
academic advising and advocacy, and exposure to campus resources were successful
aspects of the programmatic structure. While the Ascent program was not found to have
mitigated student departure, the successful aspects of the program that should be
considered for implementation in future departure mitigation efforts include increasing
student support through building positive relationships with faculty and peers,
implementing rigorous advising practices, and providing opportunities for foundational
academic skill building. The findings from this study may inform future retention and
persistence initiatives at Plymouth State University and may provide insight for other
institutions of higher education that are working to address student attrition.