Description
ABSTRACT
The purpose of this investigative study was to examine the instructional and programmatic strategies needed to improve the retention, persistence, and matriculation of former and current dual credit students enrolled in the Level-1 Business Technology workforce certificate program at one community college system in southeast Texas. A product dissertation as the research design, titled the Business Technology Dual Credit Workforce Student Retention Handbook, was developed to expand the professional knowledge relative to improving student
persistence in the dual credit program. The essential parts of the Student Retention Handbook include seven sections identified as (1) Introduction to Dual Credit, (2) Student Role and Persistence, (3) Retention Initiatives and Processes, (4) Resource Allocation, (5) Program Strategies, and (6) Discussion and Reflection, and (7) Appendices. Utilizing five experts as field test evaluators to critically review the book’s content and program strategies, these seven sections addressing dual credit students' success in a Level-1 business technology workforce program will help expand the research literature. Currently, there is limited information regarding the instructional delivery and enrollment outcomes of dual credit
students enrolled in a community college certification program. As a practical guide, the handbook may help to support new faculty training and increase the AAS completion rates among the enrolled dual-credit high school students, regardless of their socioeconomic background and family demographics.
KEYWORDS: community college, retention, business technology, dual credit
