Abstract
Retention has been a topic of concern and study for decades in American universities. Over the past five to ten years it has become an area in which more efforts have been focused. At a comprehensive four-year higher education institution in the northeastern United States, several special programs have been developed, implemented, and evaluated over a two-year period. The four programs are all unique in their configuration but alike in their underlying goal—to increase retention. Results of this evaluative research study revealed that the two learning communities were more effective in retaining students than the two non-learning community programs.
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