Publications and Research
Document Type
Article
Publication Date
7-11-2026
Abstract
Abstract
Background: Earning full-time credit loads and persisting are how college students successfully graduate.
Objective: We measured whether credits and persistence at an urban, commuter Hispanic/Minority-Sserving Iinstitution improved after implementing a social work-based advisement strategy.
Methods: Using a quasi-experimental methodology on a college’s enrollment database, we measured the impact of a new advisement model on earned and attempted credit loads to compare traditional student advisement within control groups (n = 171 and n = 899) relative to intervention (n = 130).
Findings: In 2024, the intervention group attempted an average of 14.7 credits and earned an average of 14.3 credits, more than in 2021 and more than in the control populations.
Conclusions: Our academic advisement model improved undergraduate full-time credit loads and overall persistence.
Included in
Educational Leadership Commons, Other Education Commons, Other Educational Administration and Supervision Commons, Other Medicine and Health Sciences Commons, Urban Education Commons
