More Is Better: The Association of Multiple Experiential Learning Courses and Graduation Rate among College Students
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| Title: | More Is Better: The Association of Multiple Experiential Learning Courses and Graduation Rate among College Students |
|---|---|
| Language: | English |
| Authors: | Anita Carol Swayze, Jim K. Rost, Janet McCormick |
| Source: | Experiential Learning and Teaching in Higher Education. 2025 8(4):44-56. |
| Availability: | California State University. 401 Golden Shore, Long Beach, CA 90802. Tel: 301-243-3307; Web site: https://journals.calstate.edu/elthe/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Graduation Rate, Higher Education, Experiential Learning, Courses, Correlation, Course Selection (Students), Student Characteristics |
| Geographic Terms: | Tennessee |
| ISSN: | 2474-3429 |
| Abstract: | As Federal and State governments have prioritized a college completion agenda, there is an increased emphasis on graduation rates as a key measure of student success. Rising tuition costs and skepticism about the return on investment in higher education have driven initiatives like the Complete College agenda and evolving funding formulas. As such, colleges and universities have implemented Quality Enhancement Plans (QEPS) to better support their students and improve student success outcomes. Prior research has demonstrated that student participation in Experiential Learning (EXL) as a foundational QEP has had a significant positive effect on student success in higher education. Building on prior research, the purpose of this article was to examine whether graduation frequency at a large regional institution in Tennessee increases incrementally with each experiential learning course completed. Results of this study indicated that there was a significant association between graduation frequency and incremental completion of EXL courses. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://journals.calstate.edu/elthe/article/view/6072 |
| Accession Number: | EJ1491323 |
| Database: | ERIC |
| Abstract: | As Federal and State governments have prioritized a college completion agenda, there is an increased emphasis on graduation rates as a key measure of student success. Rising tuition costs and skepticism about the return on investment in higher education have driven initiatives like the Complete College agenda and evolving funding formulas. As such, colleges and universities have implemented Quality Enhancement Plans (QEPS) to better support their students and improve student success outcomes. Prior research has demonstrated that student participation in Experiential Learning (EXL) as a foundational QEP has had a significant positive effect on student success in higher education. Building on prior research, the purpose of this article was to examine whether graduation frequency at a large regional institution in Tennessee increases incrementally with each experiential learning course completed. Results of this study indicated that there was a significant association between graduation frequency and incremental completion of EXL courses. |
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| ISSN: | 2474-3429 |
