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Abarigiml studenla who Mlhdrew in comperiwn to Mosewho antinuad
(Johnwn & BWhm. 19%). Idanlifying high risk r2udenM and finding ways to
ermwage meir urn of learning assistance nwld inmse Wcipation in such
services and i m s(udeds s- in lb pastaemnday envimnment
Sueeess in univenily fmm the EurpWcntwn penwive is based on
%%heror m4 ow graduates. This, in tum, fekbd the mommy gains one will
wive based a, their level ofeduwlicml aHaimwnt. As abaed by Yellcw
Bird (l9SO):
om of the myor dnm- b e r n our tmdkma~ system
of lwmmg and the Eumpesn ofleachlng IS that
among me Eumpean wllums, an aquired level of educalion
will determine how much m y you can make.
(Yellow Bird, 1990. p.297).
However. fw many Abominal peoP s- was based on actually having
aaended uW&ly. Compcecnn of the degree 01 anvcalion is not a measure of
suavrJs fof them (&hibald et al., 1995). Finding wayl to qual'labvely measure
a sWmts s- relative b peMMl gmwM fmm a(lilude change, life
em&uss and diirent bming slyler would be maa &ctive m u m of me
'sweeu%f an indivhal sWm. Win (19.54) goes further to define success
based on slutudent inwlvanent which he Mmn as: sludenl mvohamenl turn lo
the amount dphysical and pWWgkel energy that me &~t dfmnes b the
ecademic expsnence"(Astin, ISM, p.297). He further slates mat swcm is
basedon the degree to wh'i a sicdent is s u ~ W imuived y in their academic