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An Examination of the Effectiveness of an Institutional Intervention to Improve Retention at an Agricultural College

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Title: An Examination of the Effectiveness of an Institutional Intervention to Improve Retention at an Agricultural College
Language: English
Authors: Jenny E. Bennett, Michael L. Pate, Kellie J. Enns, Michelle S. Burrows, Nathan Clark, W. Marshall Frasier
Source: NACTA Journal. 2025 69:24-32.
Availability: North American Colleges and Teachers of Agriculture. 1014 6th Avenue, Huntington, WV 25701. Tel: 208-957-7001; e-mail: support@nacta.org; Web site: https://nactateachers.org/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: School Holding Power, Agricultural Colleges, Intervention, Program Effectiveness, College Students, In State Students, Grade Point Average, First Year Seminars, Academic Persistence, Gender Differences, Racial Differences, Ethnicity, College Freshmen
Geographic Terms: Colorado
ISSN: 0149-4910
Abstract: Historically, agricultural colleges have primarily attracted students with prior experience in agriculture. However, there is a growing trend of students enrolling without such backgrounds. Recent research emphasizes the need for agricultural colleges to adopt innovative strategies that address the evolving needs of their student body, fostering both retention and academic success. This study assessed the impacts of a college initiative on first to second-year student retention within an agricultural college. Conducted at Colorado State University, a non-experimental cross-sectional predictive design was employed to investigate key variables such as first-year experience course enrollment, first-term GPA, Colorado residency, gender, race, and ethnicity. The results revealed a significant predictive retention rate model (X[superscript 2] (4) =195.625, p<0.001) for students who were enrolled in the first-year experience course (p=0.031). Successfully retained students also had GPAs higher than 2.5 (p<0.001) and had in-state residency status (p=0.004). The findings emphasize the importance of targeted interventions, like first-year agricultural experience courses, in fostering student success and retention within agricultural colleges. This research contributes valuable insights for students and institutions, emphasizing the need to invest in strategies that ensure modern agricultural students' success in their academic environment, thereby fostering a positive impact on the future agricultural workforce.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1486595
Database: ERIC
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  Data: North American Colleges and Teachers of Agriculture. 1014 6th Avenue, Huntington, WV 25701. Tel: 208-957-7001; e-mail: support@nacta.org; Web site: https://nactateachers.org/
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  Data: Historically, agricultural colleges have primarily attracted students with prior experience in agriculture. However, there is a growing trend of students enrolling without such backgrounds. Recent research emphasizes the need for agricultural colleges to adopt innovative strategies that address the evolving needs of their student body, fostering both retention and academic success. This study assessed the impacts of a college initiative on first to second-year student retention within an agricultural college. Conducted at Colorado State University, a non-experimental cross-sectional predictive design was employed to investigate key variables such as first-year experience course enrollment, first-term GPA, Colorado residency, gender, race, and ethnicity. The results revealed a significant predictive retention rate model (X[superscript 2] (4) =195.625, p&lt;0.001) for students who were enrolled in the first-year experience course (p=0.031). Successfully retained students also had GPAs higher than 2.5 (p&lt;0.001) and had in-state residency status (p=0.004). The findings emphasize the importance of targeted interventions, like first-year agricultural experience courses, in fostering student success and retention within agricultural colleges. This research contributes valuable insights for students and institutions, emphasizing the need to invest in strategies that ensure modern agricultural students&#39; success in their academic environment, thereby fostering a positive impact on the future agricultural workforce.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 24
    Subjects:
      – SubjectFull: School Holding Power
        Type: general
      – SubjectFull: Agricultural Colleges
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: In State Students
        Type: general
      – SubjectFull: Grade Point Average
        Type: general
      – SubjectFull: First Year Seminars
        Type: general
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Colorado
        Type: general
    Titles:
      – TitleFull: An Examination of the Effectiveness of an Institutional Intervention to Improve Retention at an Agricultural College
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            NameFull: Kellie J. Enns
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