Abstract

As faculty are increasingly recruited to participate in retention efforts on their campuses, I argue that composition studies professionals should pay attention to the scholarship on retention, one of the fastest growing areas of research in higher education. Moreover, the questions surrounding which of our students persist until graduation and why should qualify our arguments about access and reframe our conversations about pedagogy.

Journal
College Composition and Communication
Published
2009-06-01
DOI
10.58680/ccc20097191
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Cited by in this index (2)

  1. College Composition and Communication
  2. Written Communication

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