Date Approved

4-12-2018

Embargo Period

4-13-2018

Document Type

Dissertation

Degree Name

EdD (Doctor of Education)

Department

Educational Services and Leadership

College

College of Education

Advisor

Kerrigan, Monica Reid

Committee Member 1

Austin, William J.

Committee Member 2

Nespoli, Lawrence

Keywords

academic adaptation, case study, college success course, persistence, social adaptation

Subject(s)

Community college students; Student adjustment

Disciplines

Community College Leadership | Higher Education

Abstract

The purpose of this qualitative critical single case study was to explore how second semester students who took a college student success course during their first term adapted to their second term. Specifically, by focusing on how this course contributed to their academic and social adaptation, and why this course may have facilitated such adaptation and persistence at their institution. Findings from this study indicated that this course contributed to these students' adaptation from first to second semester by teaching these students the importance of time management, changing their priorities, putting their academics first. In addition, these participants learned about college services available and used these during their second term; they became more self-confident and open to ask for assistance. Furthermore, because of the required communication in the course with faculty and with fellow students, the participants became more socially connected. Lastly, these participants learned various academic strategies in their college success course that they applied in other courses during their second term. Included is a discussion of this study's findings, implications, and recommendations in relation to CSS and other college success courses like it.

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