It’s no secret that switching majors can increase the time and money a student spends earning a degree. But college officials say it’s a scenario more and more undergrads are now facing.
According to federal data, a third of all college students change their major at least once. Ten percent of students switch paths two or more times.
Carol Jean Vale, president of Chestnut Hill College (PA), attributes the shift to a rise in college access. As more first-generation students enter college, they need different types of support, she told The Hechinger Report.
The statistics are stark when it comes to college access and success for American Indians and Alaska Natives.
On some reservations, the college-going rate for high school grads is as low as 18 percent, according to data from the American Indian College Fund. And US Census Bureau data shows that only 14 percent of American Indians and Alaska Natives hold college degrees.
Yet when given support and curriculum that affirms their culture, Native students excel, Carrie Billy, president and CEO of the American Indian Higher Education Consortium (AIHEC), told attendees Thursday at NACAC’s 74th National Conference in Salt Lake City.
“A lot of our students don’t know who they are,” she said. “They’ve been through the K-12 system — a lot of them on reservations — and still haven’t learned their culture and their identity.”
“By focusing on retaining low-income students, rather than just enrolling them, the college raised its graduation rate to 54 percent from 32 percent in 2003,” according to a recent New York Times article. “And for the last five years, it has awarded more bachelor’s degrees to African-Americans…than any other nonprofit college or university in the country.”
Officials from the university — a NACAC member institution — say data analysis and targeted supports have helped boost student success. Advisers monitor the daily progress of the school’s 40,000 undergrads and act quickly to provide assistance at the first sign that a student is struggling.
Interested in using behavioral science to help more students get to and through college?
A new guide— Nudges, Norms, and New Solutions —is now available for educators as they develop strategies to assist college-bound students. A Nudge Hotline has also been established to help counselors and others customize the guide’s advice for the communities they serve.
Both the guide and the hotline are free and were developed through a collaboration between the Nudge4 Solutions Lab at the University of Virginia and ideas42, a nonprofit that applies behavioral science to today’s toughest social problems.
Former First Lady Michelle Obama’s Reach Higher initiative is a project partner. Topics covered in the guide include access to college, student finances, and college life and academics.
Determining which returning adult students are at risk of dropping out of college is a complex process, according to results from a recent national survey.
Common data points — such as demographics, choice of major, and hours devoted to studying — can’t reliably predict whether a nontraditional student will struggle to complete their degree.
As it turns out, the most dependable factor for identifying at-risk non-traditional students is the extent to which they make effective connections to their college, a factor that can be difficult to measure. After all, the very students who are most in danger of dropping out often have limited contact with professors, peers, and college staff, according to a recent report from Barnes & Noble College Insights — a division of the bookseller that produces quantitative and qualitative research related to higher education.
Prospective first-generation college students cite high educational aspirations as 10th graders, but take longer to enroll in college and are less likely than their peers to earn a degree.
Those findings are included in a new research brief from the US Department of Education’s Institute of Educational Sciences. The report uses 10 years of data collected from a nationally representative sample of students who were high school sophomores in 2002.
The bachelor’s degree pipeline is growing stronger for community college graduates.
A new report by the National Student Clearinghouse Research Center found that of community college graduates who hold no previous degrees or certificates, 41 percent earn a bachelor’s degree within the next six years.
Colleges across the US have made major strides in their efforts to support lesbian, gay, bisexual, and transgender students.
But a recent New York Times op-ed published by a University of Mississippi grad provides an important reminder that much work still needs to be done.
By his own admission, Dylan Lewis “thrived in college.” At the University of Mississippi he finally felt free to be himself. Lewis joined the student government, led campus tours, and felt safe and supported.
Yet despite a welcoming campus, Lewis— like many LGBT youth — faced unique challenges on his path to college completion.