This chapter presents the review of related literature and studies. It contains a review of books and studies on the subject matter conducted here and abroad and their relation to the present research. The researcher looked for a number of foreign and local studies and some related literatures that have either direct or indirect bearing to the study.
Student Retention Policy
Department of Special Education, Counseling, and Student Affairs Kansas State University – Kansas City, TX
We, the Faculty of the Department of Special Education, Counseling, and Student Affairs, support a regularized system for monitoring academic and professional (e.g., affective, ethical, social) aspects of individual student performance.
This document sets out policies and procedures for implementing a student retention process. The principles and aspirations that underlie that
process are consistent with those expressed in the College of Education’s undergraduate policy entitled “Qualitative Aspects of Student Performance,” found in the College’s Undergraduate Student Handbook. Specifically, we propose to implement a process that (a) is comprehensive as to the sources of input about each student’s progress and in terms of establishing a cumulative record in cases of concern, (b) takes a case-by-case approach and allows for varieties of responses; and (c) involves collaboration in professional judgment.
When making collaborative decisions about the continuation of students in the program, faculties consider the following expectations they hold for students:
1.Demonstrated effectiveness in developing interpersonal relationships in individual and group contacts. 2.Demonstrated aptitude for counseling, student personnel services, or related human development responsibilities. 3.Demonstrated commitment to a career in counseling or college student personnel services. 4.Demonstrated potential for establishing facilitative relationships with people at different levels of development and with various needs and problems. 5.Demonstrated openness to self-examination and personal and professional self-development.
6. Demonstrated commitment to and practice of ethical principles Policies and Procedures.
A. The Department Chair, and/or the Counselor Education Program Leader, will make every reasonable effort to inform all appropriate constituencies about the principles, aspirations, policies, and procedures outlined in this document and to solicit their cooperation in making this system effective. Students within the department will be informed about the retention policy early in the admissions process. The policy will appear on the Department of Special Education, Counseling, and Student Affairs web site, and students will receive a paper copy upon admission to the program. For students with visual impairments, the retention policy will be presented either on audiotape or via Braille transcription as needed. It is understood that a regularized system of Student Retention Policy 2 monitoring our students’ performance will require excellent liaison efforts between this Department and cooperating schools or agencies.
B. At a designated time each semester, the Program Leader will convene a meeting of the counselor education faculty to evaluate each student’s progress on the basis of grade point average, faculty observations of academic performance, and progress in the didactic, lab, and field experiences. In addition, any faculty member may request such a meeting at any time to express concern about a student’s deficiencies. Faculty members who have teaching or advising
relationships with the student in question should identify or define that relationship at the beginning of the student review process.
C. When a concern about a student is reported, the Program Leader will make a judgment about what kind of response is appropriate,...