Date of Award

2015

Document Type

Thesis

Degree Name

Bachelors

Department

Social Sciences

First Advisor

Graham, Steven

Keywords

New College of Florida, Student Retention, Social Environment, Institutional Awareness

Area of Concentration

General Studies

Abstract

New College of Florida is a small, residential, honors, public liberal arts college in Sarasota, Florida, that uses a unique environment and system of learning contracts to progress students toward a Bachelor’s Degree. Troubling retention statistics from 2008 forward have prompted self-study to help determine causes and possible solutions. Any college loses students during their first year of attendance, but NCF has continued to lose students at every level, such that “New College loses approximately 20% of its students in their first year of enrollment, and loses a larger proportion of students—26%—over the next 5 years.” (NCF QEP 2008, 11). Recent statistics indicate the trend continues. Rigorous demands of the unique program in an intensive social environment factor in as potential causes. This research hypothesizes that increased student awareness of the program and clearly consistent policies and practices will produce more motivated students in a better match, thus yielding higher success rates and retention. An online survey was administered to the student body (N = 788), and 123 responded completely (15.6%). The survey included questions about social values (interdisciplinary, intergenerational, interactive, interdependent, and iterative); Institutional Awareness both as an applicant and a student; Success and Progression related to individual experience, help, and momentum toward a degree; Financial and Work Awareness, and perception and experiences of each; and demographics. Some of the more interesting key findings of these 10 constructs included the following five that had a Pearson correlation above .500 and were significant at the 0.01 level of significance. 1) Consistent with predictions, participants who were more likely to value intergenerational environments and models had greater value in gifted affective traits at the 0.01 level of significance (2-tailed, r = .507, p = .000). 2) Consistent with predictions, participants who were more likely to value interactive environments and models had greater value in interdependent environments and models at the 0.01 level of significance (2-tailed, r = .524, p = .000). 3-4) Consistent with predictions, participants who were more likely to value intelligence placed a greater value in gifted cognitive traits at the 0.01 level of significance (2-tailed, r = .677, p = .000), and had greater value in gifted affective traits at the 0.01 level of significance (2-tailed, r = .701, p = .000). 5) Consistent with predictions, participants who were more likely to value gifted cognitive traits placed greater value in gifted affective traits at the 0.01 level of significance (2- tailed, r = .671, p = .000). Total average of correct NCF student responses of NCF institutional facts was 38.89%; thus, 61.10% were incorrect or not known. This is a substantial statistic strongly indicating actual awareness of NCF is severely limited: less than four of every 10 NCF students know how NCF works as a public institution. Further study into the matrix of academic and social variables on a larger NCF student population should offer greater insights into intrinsic motivation and progression factors. Numerous strengths can be leveraged further through heightened awareness.

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