Although the number of engineering students is increasing, dropout rates remain high. This problem is also present in the Faculty of Engineering Technology (FET) at KU Leuven, Belgium, which resulted in the need for an in-depth analysis of the academic achievement of the bridging students there. This study examines the contribution of a range of…

To stimulate a flexible lifelong learning system students can enter university via lateral entry. Unlike traditional first-year students, lateral entrance students are not well-studied. Therefore this study focuses on comparing first-year students with a specific group of lateral entrants, namely bridging students at the Faculty of Engineering…

Community colleges and community college counselors have a vital role in degree attainment in the United States (Ma & Baum, 2016). Community colleges are responsible for educating approximately 40% of all college attending students (American Association of Community Colleges [AACC], 2017). Community college counselors are the third largest…

Although study skills courses improve student retention, the impact of study skills courses on students' academic self-efficacy has not been investigated. The present study examined pre- and posttest levels of academic self-efficacy in college students enrolled in a study skills course (n = 126) compared to students enrolled in a general education…

The Virginia Tech Summer Academy (VTSA) Program, developed by through a collaborative partnership between faculty, administrators and staff concerned by attrition among first year students, was introduced in summer 2012 as a campus initiative to assist first-year college students transition and acclimate to the academic and social systems of the…

Empirical research supports the idea that differences in academic performance among students are largely due to their different learning and study strategies. The strategies, in turn, affect the self-efficacy of the students. Two hundred university students were recruited to participate in this study by completing a revised Chinese version of the…

Research tells us that academic preparation is key to deaf students' success at college. Yet, that is not the whole story. Many academically prepared students drop out during their first year. This study identified entering deaf college students' personal factors as assessed by their individual responses to both the "Noel-Levitz College…

The results of college-level tutoring programs are best described as mixed. The present study was designed as an attempt to quantify the effects of being tutored at the college level. A pretest-posttest design involving the Learning and Study Strategies Inventory was used. Results support the use of tutoring. (EMK)