Abstract:
"Progress toward degree" regulations which included the student development of an on-line "plan of study" were introduced to students to retain and speed up the rate of time toward degree completion beginning with the entering 2002 freshmen at North Carolina State University. This study found that contrary to Tinto's interactionist model (1993), the demographic characteristics of gender, race and SAT scores were not associated with whether a student complied to regulations and developed an on-line "plan of study;" however, high school class rank was found to be associated. Practical significances in high school class rank may not warrant additional advising services for this group. The regulation of developing an on-line "plan of study" has engaged students and faculty at our institution in a more formal and regulated advising process. This exploratory study also found that students who did develop an on-line "plan of study" were more likely to possess indicators of progress toward degree such as being retained after two years, taking more hours toward their degree, taking more total hours, and have a higher GPA. As the freshmen class of 2002 progresses through their degree programs, further research should be conducted to determine if these regulations also decrease time-to-degree rates.
Keywords:
progress, degree, regulations
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