Colleges and universities bear some responsibility in the retention of the students, especially it’s students that are at-risk. This at-risk student population expands across a myriad of demographics and characteristics that are identified pre-college. Within that list, students who are first-generation require additional levels of support academically and socially with institutional commitment. The present action research is to further understand how Tinto (1975) Theory of Student Departure could be used to guide and explain the drop in retention of first-generation students. Furthermore, the purpose of the action research project will help solve the retention problem of first-generation students at Yellowstone University through the development of a first-generation retention program that is curated by the Action Research Team with Tinto (1975) Theory of Student Departure as the theoretical framework that guide the structure of the group and foundation of the decision-making while adding to the retention knowledge within higher education. The following research questions were explored: (1) What is learned at the individual, group, and system level that advances Tinto (1975) Theory of Student Departure and practice in an action research project within higher education institutions? (1a) In what ways can the inclusion of first-generation students’ voices be leveraged to increase their retention? (1b) To what extent and in what manner do academic integration and social integration enhance the collegiate experience of first-generation students? (1c) How do strategic components of academic integration and social integration enhance the collegiate experience of first-generation students? Ultimately, the quantitative data yielded that first-generation students who experience more academic integrations tend to have high academic outcomes, which yields to higher academic retention. This coupled with the qualitative data that expressed that academic support, social engagement support, pre-college and transition feelings, and personal identity were critical. Final conclusions include the need to create retention programs that place an emphasis on academic integration slightly over social integration and that virtual community spaces and student success documents have a positive impact on retention.

Keyword: action research, learning organization, learning culture, colleges and universities, first-generation students, success programs, multi-campus university, College Student Experience Questionnaire