Transforming Access: The LEAD Program’s Success in Supporting First-Year Students

• In Event: Leveraging Connection to Improve Access to Higher Education: A Student and Faculty Case Study Discussion

Abstract

Objectives
The LEAD program at an R1 public university serves first-year, full-time students identified as first-generation, with high school transcript deficiencies and low high school GPAs. Following a cohort model, the program aims to increase retention among students with risk factors. Each cohort is taught by specially trained faculty members and supported by 1-2 peer coaches who are former LEAD students. Starting in 2014, LEAD has grown from serving 60 students to approximately 1100 in fall 2024. This presentation is a descriptive case study exploring the program's characteristics and impact on academic and social outcomes to contribute to a greater understanding of programmatic elements and approaches that may improve student retention and persistence.

Conceptual Framework
Understanding why students leave their university can be easier than understanding the specific actions the institutions can take to retain them. Centering students and their goal of persistence to graduation is more critical. This case study uses Tinto’s (2015) model of student persistence to evaluate the program's structure and goals and van der Zanden et al.’s (2018) domains of student success to measure student perception of ability and self-efficacy.

Modes of Inquiry
This single case study examines LEAD, a unique first-year success program not replicated elsewhere. The holistic evaluation of program components and student perceptions of self-efficacy is compared against the conceptual framework and institutional outcomes benchmarks. Case study methodology allows us to question the data and hypothesize as to why LEAD students see gains across many of van der Zanden et al.’s (2018) domains of student success.

Data Sources/Evidence
Data is collected from three years of student surveys assessing academic confidence, critical thinking, social-emotional regulation, teamwork, problem-solving, and communication. Surveys are administered before the program, at the midpoint, and the end. Students report increased academic goal setting, learning strategies, decision-making, reasoning confidence, and proactive stress coping. Institutional and department-level data and qualitative data from faculty and peer coaches add to the case description.

Results
LEAD has successfully improved retention compared to similarly situated students, with a first-year retention rate of 89.3%. LEAD has a statistically significant impact, particularly benefiting students from lower socioeconomic backgrounds, underrepresented minorities (URM), and first-generation students. Surveys indicate increased academic goal setting, employing differentiated learning strategies, more confident decision-making, and greater stress-coping skills.

Scholarly Significance
Deil-Amen (2015) notes 75% of college students may be considered non-traditional. Many receive less preparation and resources before attending, affecting their perception of higher education's costs and benefits. The case study findings suggest LEAD’s design, curriculum, and focus on student connection can significantly enhance access to higher education and improve experiences for traditionally marginalized populations. The program's structure and support mechanisms offer a replicable model for other institutions. The second presentation in the symposium will further explore the specific impact that student, peer, and faculty connections have on the student experience.

Authors

• Jennifer R. Miller, Arizona State University

• Stuart Rhoden, Arizona State University