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First Year Student Adjustment, Success, and Retention: Structural Models of Student Persistence Using Electronic Portfolios
PROCEEDINGS

American Educational Research Association Annual Meeting,

Abstract

This study explores the deployment of electronic portfolios to a university-wide cohort of freshman undergraduates that included a subgroup of at-risk and lower academically prepared learners. Five evaluative dimensions based on persistence and engagement theory were included in the development of four assessment rubrics exploring goal clarity, support from friends and family, academic engagement, social integration, and quality of effort were used to assess student ePortfolios. Data collected from these five were integrated with institutional measures producing two structural equation models explaining undergraduate persistence for students returning with 2.5 and 3.2 GPAs with an explained variance of 31 and 39 percent respectively. Carefully designed interventions geared to assist students in continuing their studies as second year undergraduates are considered. An appendix presents items such as: Fall 2006 ePortfolio Requirements; ePortfolio Assignment: Two Focal Areas; "Pillars of Retention"; SHU's [Seton Hall University's] ePortfolio Study: Research Qs; SHU's ePortfolio Study: Project Design; 5 Rubrics; and SHU Integration & Engagement Rubric. (Contains 2 tables and 2 figures.)

Citation

Sandler, M.E. (2010). First Year Student Adjustment, Success, and Retention: Structural Models of Student Persistence Using Electronic Portfolios. Presented at American Educational Research Association Annual Meeting 2010. Retrieved December 14, 2019 from .

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