Fulfilling the Promise: Nashville State Community College‘s Commitment to Student Success

Abstract

In this study, we utilize a logic model adapted from Tinto’s (1975) Interactionalist Theory and the Theory of Student Departure in Commuter Colleges and Universities by Braxton et al. (2004) to measure determinants of Nashville State student departure. We employ a mixed-methods approach to identify when students depart and who leaves Nashville State, as well as who returns and when after initial departure. We interview staff and students to measure their perception of the institution’s commitment to the student welfare as well as their perceptions of the institution’s integrity, or the extent to which Nashville State fulfills its promises to students. Examining staff and administrative processes, the first year experience, and academic advising, we specifically look to understand what practices, support systems and experiences—inside and outside of the classroom— assist or impede student persistence.