| Interested stakeholders from academia are expressing concern for a recommitment to student learning as the primary focus for higher education. Student retention and graduation rates have created an alarming reaction throughout educational institutions as competition for a well-prepared populace has increased. When race and economic background are determinant demographical factors, the competition is even tougher. Changes in the economic conditions have also triggered higher tuitions across colleges and universities, making it harder to attract, retain, and graduate students. In addition, as a result of complex problems eroding the elementary and secondary school systems, the new pool of students is significantly underprepared for a college education.; Academe needs to pay attention to the academically underprepared. The underlying assumption of this study is that if higher education institutions create strengths-based case management programs and services that concentrate in the provision of networks that support growth, enhance trust and build on strengths, underprepared students will have a higher level of academic engagement. The guiding research questions included: (1) To what extent do Strength-based strategies enhance academic engagement of underprepared students? (2) How does knowledge about personal strengths contribute to the enhancement of social capital? (3) To what extent does case management contribute to academic engagement and success of underprepared students?; This study utilized qualitative research methods, specifically, individual interviews and focus groups interview. Participants in this study were incoming freshmen taking a first year seminar course with a score of 20 or less in the ACT and a high school GPA of 2.5 or less.; The results of this study showed that underprepared students heightened their awareness regarding their strengths and untapped potential providing for a sense of confidence and motivation that encouraged them to engage their academic world. Furthermore, this study confirmed that when reciprocal engagement between systems exits, social capital is promoted. This dynamical relationship between individual social capital and community social capital was enhanced through the incorporation of strengths-based case management strategies. In addition, academic engagement is better achieved when a representative of the system (case manager) fosters the development of strengths and social capital investment. |
