Defining Rural

The Impact of Rural Definitions on College Student Success Outcomes

Authors

  • Stephany Dunstan North Carolina State University
  • Mihaela Henderson RTI International
  • Emily H. Griffith North Carolina State University
  • Audrey Jaeger North Carolina State University
  • Carrie Zelna North Carolina State University

DOI:

https://doi.org/10.3776/tpre.2021.v11n1p60-75

Keywords:

higher education, rural, student success outcomes, retention, graduation

Abstract

Rural students have unique characteristics that necessitate further exploration when analyzing assessment and student success data. From assessment, programming, and policy standpoints, intentionality in selection of a definition of rural is critical to prevent making inappropriate or inaccurate decisions. In this study, we sought to compare three definitions of rurality to better help understand this issue and to select a definition that we believe is most appropriate for use at a large research institution in a largely rural state.

Author Biographies

Stephany Dunstan, North Carolina State University

Stephany Dunstan, PhD, serves as Assistant Vice Provost for Assessment and Accreditation at North Carolina State University. Her research and practice focus on success for college students from historically underrepresented populations, notably students from rural areas.

Mihaela Henderson, RTI International

Mihaela Henderson, PhD, is a research education analyst at RTI International. In her current role, she applies data management and analysis skills to create data products and reports based on postsecondary studies funded by the National Center for Education Statistics. Prior to joining RTI, she worked in the Office of Assessment at North Carolina State University where she used quantitative methods to evaluate the effectiveness of university programs and facilitate campus decision-making.

Emily H. Griffith, North Carolina State University

Emily H. Griffith, PhD. is Associate Research Professor in the Department of Statistics at North Carolina State University. She is also the Deputy Director of the Statistical and Applied Mathematical Sciences Institute. Her interests include statistical consulting and collaboration, communication, teaching, and mentoring. Dr. Griffith provides statistical support to researchers across campus, and enjoys using statistical techniques to answer pressing questions from a wide variety of fields. She teaches a variety of classes to both undergraduate and graduate students at NC State. She designed a course to teach statistical consulting to graduate students in the Department of Statistics and co-teaches an undergraduate research practicum with Dr. Stephany Dunstan. Dr. Griffith also organizes a mentoring group for graduate students in the Department of Statistics at NC State. Additionally, Dr. Griffith is involved in professional service in the American Statistical Association. You can read more about her work at https://sites.google.com/ncsu.edu/emilyhgriffith/

Audrey Jaeger, North Carolina State University

Audrey Jaeger, PhD, is an Alumni Distinguished Graduate Professor in the Department of Educational Leadership, Policy and Human Development at North Carolina State. She is also the executive director of the Belk Center for Community College Leadership and Research and directs the National Initiative for Leadership and Institutional Effectiveness, an organization focusing on climate assessments for the purpose of enhancing institutional effectiveness and student success. Dr. Jaeger's research examines relationships and experiences among faculty and students that illuminate issues of transition, access, climate, agency, language, and civic and community engagement. Additionally, her research explores how various aspects of the environment, from labor market conditions to institutional policies, affect faculty and students. Dr. Jaeger is an associate editor for Research in Higher Education and on the editorial boards of the Journal of Higher Education and Journal of Higher Education Outreach and Engagement. 

Carrie Zelna, North Carolina State University

Carrie Zelna, PhD, Associate Vice Chancellor in the Division of Academic and Student Affairs at NC State University,  provides leadership for the DASA academic success programs including eight pathways programs (Six TRIO programs, Juntos, College Advising Corps) and three success programs (New Student Programs, Academic Success Center, Disability Resource Office).  In addition, Dr. Zelna provides leadership to the DASA Office of Assessment that serves all DASA units and General Education. Dr. Zelna earned a bachelor degree in Business Administration and Master degree in Counseling and Human development from Radford University and a PhD in Educational Leadership and Policy Analysis from NC State University.  

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ECU RURAL EDUCATION INSTITUTE

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Published

2021-06-17

How to Cite

Dunstan, S., Henderson, M., Griffith, E. H., Jaeger, A., & Zelna, C. (2021). Defining Rural: The Impact of Rural Definitions on College Student Success Outcomes. Theory & Practice in Rural Education, 11(1), 60–75. https://doi.org/10.3776/tpre.2021.v11n1p60-75

Issue

Vol. 11 No. 1 (2021): Theory & Practice in Rural Education

Section

Research Forum

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Copyright (c) 2021 Stephany Dunstan, Mihaela Henderson, Emily H. Griffith, Audrey Jaeger, Carrie Zelna

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