Files
Abstract
This study explored factors contributing to the academic progression of first-time adult freshmen (FTAF) enrolled in an open-access, two-year college. Three questions guided the research: (1) To what extent do FTAF progress academically in a two-year community college and what factors contribute to their progression?; (2) What are guiding principles that administrators, faculty, and practitioners consider when addressing the academic progression of FTAF?; and (3) What knowledge is gained at the individual, team, and system levels using an action research methodology to examine the progression of FTAF? The principal investigator and five practitioners of the college moved through action research cycles, including constructing the problem and planning, taking, and evaluating actions. Theories and models related to adult participation in learning and associated barriers, and nontraditional student attrition informed the research. Data were collected through participant interviews, document reviews, student focus groups, and team meeting reflections and notes. Major findings indicated that (1) FTAF attrition is a function of learners readiness (or non-readiness) for self-directed learning and the institutions readiness (or non-readiness) to identify and address learner challenges; (2) institutional- and student-level contributions that promote comprehensive education beyond access serve to facilitate FTAF progression; and (3) using an inquiry method such as Action Research, can reveal systems readiness and willingness to engaging in dynamic change processes. Three conclusions were drawn from the findings: (1) Engaging in systematic research within a two-year college setting can promote deep learning and generate outcomes that are foundational for learner-centered strategies designed to mitigate risks of adult leaner attrition; (2) first-year adult learner attrition is strongly impacted by personal and academic variables, whereas second-year adult learner attrition is strongly impacted by learners social integration into the college; and (3) the action research framework can be utilized to explore and manage micro-level change within organizations experiencing macro-level disruption. This study expands Bean and Metzners (1985) model of nontraditional attrition by adding the factor of student intent to progress and offering five explanations for attrition not due to dropping out. Implications of this study include expanding learning approaches, creating pathways for learner support, and exploring adult learner academic intent.