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Increasing retention rates of disadvantaged students through a faculty development program

P V Hammond1, B L Davis, P Jordan

  • 1School of Nursing at Hampton University, Virginia, USA.

The ABNF Journal : Official Journal of the Association of Black Nursing Faculty in Higher Education, Inc
|May 1, 1997
PubMed
Summary

Colleges are recruiting more disadvantaged students but struggle with retention. A new Faculty Development Model aims to equip faculty with skills to better support diverse student populations, especially those from disadvantaged backgrounds.

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Area of Science:

  • Higher Education
  • Educational Psychology
  • Sociology of Education

Background:

  • Increasing focus on recruiting disadvantaged students over 30 years.
  • Student retention, particularly for disadvantaged groups, remains a significant challenge for faculty.
  • Diverse student backgrounds necessitate specialized pedagogical approaches.

Purpose of the Study:

  • To present a Faculty Development Model for enhancing faculty expertise.
  • To improve the retention of disadvantaged students in higher education.
  • To equip faculty with skills to support students from diverse backgrounds.

Main Methods:

  • Implementation of a Faculty Development Model at an inner-city community college.
  • Focus on enhancing faculty's pedagogical skills for diverse learners.

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  • Emphasis on strategies for supporting disadvantaged students.

    • Main Results:

    • The model is currently being implemented.
    • Aims to increase faculty's expertise in student support.
    • Designed to address the specific needs of disadvantaged students.

    Conclusions:

    • Faculty development is crucial for improving disadvantaged student retention.
    • The presented model offers a framework for enhancing support for diverse student populations.
    • Targeted faculty training can positively impact student success and retention in community colleges.