| This research study explores the experiences and perceptions of undergraduate students who participated in, or did not participate in co-curricular, work-based experiential learning programs on one university campus. The research sought to examine whether students who participated in the work based learning experience indicated they were socially integrated into the university experience. Social integration is viewed throughout the literature as a key element of student persistence. There is no Canadian research which indicates that participation in co-curricular, work based experiential learning programs on campus impacts the social integration of post secondary students. In fact, there is a dearth of Canadian research that indicates what the key elements of student persistence include.;The second chapter provides a detailed literature review and provides an in-depth examination of current retention and persistence literature. Chapter Two focuses on the importance of key elements which the literature has shown to increase student persistence.;Chapter Three discusses the methodology and my use of mixed-methods design for this research. The choice of instrumentation, the population sample selected, and ethical considerations are described.;Chapter Four provides the research findings. A description of the participant demographics and an analysis of the findings in relation to the research questions, are discussed.;This research begins with an introduction of the research study which includes the statement of the problem, the researcher's interest in conducting the research, and research questions utilized. Significance of the study and a definition of terms further complement Chapter One.;Chapter Five provides an analysis and discussion of some of the key results.;Chapter Six provides a summary of the conclusions, recommendations and implications which have resulted from this research. This chapter will also explore the contributions the research findings contribute to the literature. |
