Low Graduation Rates Recommendations Chapter Five Project

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Chapter Five: RecommendationsThe purpose of this study was to provide recommendations to solve the problem of low graduation rates among Hispanic minority students at GCC. The problem is that 81.6 percent of Hispanic students at GCC fail to complete their courses on time (GCC, 2022). This chapter summarizes the recommendations for addressing the above problem, the roles and responsibilities of stakeholders, resources needed for implementation, and timeline for each recommendation.RecommendationsThe purpose of this study was to provide recommendations to solve the problem of low graduation rates among Hispanic minority students at GCC. The central research question was: How can the problem of low graduation rates among Hispanic minority students at GCC be solved? This study makes two recommendations to address the above problem. The recommendations are drawn from reviewed literature and the data collected from study participants and are as stated below:1. Introduce outdoor pre-orientation programs for first year students at GCC2. Provide professional development for lecturers to enhance learners’ engagement during lessons.Recommendation for Pre-Orientation ProgramsThe first recommendation in addressing the problem of low graduation rates among Hispanic students is the introduction of outdoor pre-orientation program for first year students. Currently, students at GCC have access to a summer bridge program that exposes incoming students to an intensive week-long classroom-based orientation experience, where they interact with current students and are taught different aspects on how to succeed in college (GCC, 2022). Common topics covered in the summer bridge program include transfer options, financial literacy, growth mindset, campus resources, study skills, time management, available programs, and transfer processes (GCC, 2022). However, as Beard et al. (2023) point out, the increasingly diverse nature of students joining college necessitates more intimate interventions targeted at specific groups of students rather than the traditional orientation models that bring all students together. For this reason, institutions are increasingly adopting outdoor pre-orientation programs as an addition to summer bridge and college orientation programs (Beard et al., 2023).

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Studies have equally shown outdoor pre-orientation programs to be more effective than traditional summer bridge and college orientation models in enhancing college students’ retention and persistence (Hill et al., 2018). According to Hill et al. (2018), outdoor pre-orientation programs challenge students emotionally, mentally, and physically, which aids in developing resilience.In a typical outdoor pre-orientation program, incoming students are placed in small groups that also include at least one member of faculty and one or two upperclassmen a few weeks before reporting to college (Pickard et al., 2020). The total group membership often does not exceed 15 and involves camping in an off-campus outdoor setting for at least one night. The outdoor adventure period varies across institutions due to resource variations, with some institutions offering as long as 8 days. However, the activities are often similar across programs regardless of the duration (Beard et al., 2023). The faculty or staff member and the upperclassmen lead daily educational sessions as the students interact in outdoor camp activities such as service projects, hiking, climbing fire-building, and cooking (Beard et al., 2023). Unlike traditional orientation and summer bridge programs that bring together all incoming students in one group, outdoor pre-orientation programs introduce a “scaled-down version of college” to students with relatively similar needs, such as African American or Asian students looking to take up math or science-related courses in college (Beard et al., 2023, p. 665). In so doing, such programs provide both social and academic experiences that help minimize initial transition shock among incoming students and help them build the social/academic capital required to navigate the college environment......

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