Reinventing the Mission: The Vital Role of Academic Support in the Higher Education Accountability Era

J. Huston
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引用次数: 0

Abstract

Historically, academic support departments have played a relatively passive role in our colleges and universities. Providing traditional, out-of-class support services such as tutoring, supplemental instruction, and skills workshops, these functions have commonly operated in detachment from the course environment. Faculty, particularly at two-year colleges, frequently encounter students with vastly different academic backgrounds and social experiences all within a single classroom. Within these classroom environments, cultural constructs such as the expectation of student self-determination and student accountability for performance collide with the varied realities of students’ prior educational access and opportunities for accumulating the requisite knowledge, skills, and experiences conducive for success in higher education. As a landscape of elevated accountability has emerged for higher education, institutional administration, department leaders, and faculty are all feeling pressure for student success (Austin & Sorcinelli, 2013). The environment is ideal for academic support units to explore the possibilities for integrating academic support services proactively into programs and courses. Working collaboratively with faculty to develop integrated academic support can create pathways towards the inclusive engagement of all students while equalizing opportunities for learning and success at the collegiate level.
重塑使命:学术支持在高等教育问责时代的重要作用
历史上,学术支持部门在我国高校中一直扮演着相对被动的角色。提供传统的课外支持服务,如辅导、补充指导和技能研讨会,这些功能通常与课程环境分离。教师,尤其是两年制大学的教师,经常在一个教室里遇到学术背景和社会经历截然不同的学生。在这些课堂环境中,文化建构,如学生自决的期望和学生对表现的责任,与学生先前的教育机会和积累必要的知识、技能和经验的机会的各种现实发生冲突,这些知识、技能和经验有助于在高等教育中取得成功。随着高等教育问责制的提升,机构管理、部门领导和教师都对学生的成功感到压力(Austin & Sorcinelli, 2013)。环境是理想的学术支持单位探索将学术支持服务主动融入项目和课程的可能性。与教师合作开发综合学术支持可以为所有学生的包容性参与创造途径,同时在大学层面上平等学习和成功的机会。
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