Journal of College Academic Support Programs最新文献

Phonologically Based Reading Intervention for Undergraduate English Learners At-Risk of Reading Difficulties: A Pilot Study 基于语音的阅读干预对有阅读困难风险的大学生英语学习者的初步研究

Journal of College Academic Support Programs Pub Date : 2023-03-31 DOI: 10.58997/5.2fa1

Michelle Cook, Elizabeth Hughes

{"title":"Phonologically Based Reading Intervention for Undergraduate English Learners At-Risk of Reading Difficulties: A Pilot Study","authors":"Michelle Cook, Elizabeth Hughes","doi":"10.58997/5.2fa1","DOIUrl":"https://doi.org/10.58997/5.2fa1","url":null,"abstract":"Researchers have reported that English language learners (ELLs) may be at risk of reading difficulties in thepostsecondary setting. Although some students may only require explicit content-related vocabulary instruction andsupport with comprehension strategies in order to enhance comprehension, others may benefit from targeted shortterm intervention in foundational reading skills. In this study, we examined whether a phonologically based readingintervention for undergraduate ELLs at-risk of reading difficulties would result in significant between-group differencesfor the proximal variables of decoding and sight word recognition and the distal variable of reading comprehension.This pilot quasi-experimental group design study involved 9 participants (treatment = 6/control = 3) from variousL1 backgrounds, including Chinese, Spanish, and Arabic. Effect sizes were calculated for the proximal variables usingmeasures of word attack and letter-word identification, and the distal variable based on a measure of passagecomprehension. Although a small and small-medium effect were calculated for the measures of word attack and letterword identification, respectively, no effect was found for the measure of passage comprehension. Implications relatedto intervention dosage and additional intervention components are discussed.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124367141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

ACCelerator Advances Student Success Through an Innovative Learning Space at Austin Community College: An Interview with Curtiss Stevens 奥斯汀社区学院的加速器通过创新的学习空间促进学生的成功:采访柯蒂斯·史蒂文斯

Journal of College Academic Support Programs Pub Date : 2023-03-31 DOI: 10.58997/5.2jc1

{"title":"ACCelerator Advances Student Success Through an Innovative Learning Space at Austin Community College: An Interview with Curtiss Stevens","authors":"","doi":"10.58997/5.2jc1","DOIUrl":"https://doi.org/10.58997/5.2jc1","url":null,"abstract":"Curtiss Stevens, is the executive dean of the ACCelerator and Strategic Initiatives at AustinCommunity College (ACC). In 2019, Curtiss was awarded the President’s Leadership ExcellenceAward and the John and Suanne Roueche Excellence Award for outstanding leadership, service, anddedication to ACC.Curtiss holds a bachelor's degree in Geography from Valparaiso University, a master's degree inGeographic Education and Research from Western Michigan University, and pursued doctoralstudies in Economic Geography at Indiana State University. He has amassed over 2 decades ofexperience in the field of higher education, serving in various capacities such as admissions andfinancial aid, student affairs, international education, academic and life skills training, grants andfundraising, curriculum, and athletics. His previous employments include positions at Valparaiso University, WesternMichigan University, Indiana University, and Purdue University. Apart from teaching Geography and Geosciences, hehas also worked as an Executive Director of a Boys & Girls Club and as a TV personality.The ACCelerator, at Austin Community College (ACC) Highland’s campus, is a 32,000-square-foot space that fostersdynamic learning. The ACCelerator features classrooms, study rooms, and numerous computer pod stations that canbe reserved by ACC faculty and staff for a variety of purposes. The ACC Highland campus serves over 8,000 students,with over 17,000 student visits to the Highland ACCelerator per year. The ACCelerator features innovative teachingand instruction, learning support services, student support services, and community engagement, which provides anengaged student-centric customer service vision.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123258833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Peer Tutor and Supplemental Instruction Leader Experience: Perceived Gains in Learning, Connection to Campus, and Fulfillment 同伴导师和补充指导领导经验:学习的感知收益，与校园的联系和实现

Journal of College Academic Support Programs Pub Date : 2023-03-31 DOI: 10.58997/5.2fa2

{"title":"The Peer Tutor and Supplemental Instruction Leader Experience: Perceived Gains in Learning, Connection to Campus, and Fulfillment","authors":"","doi":"10.58997/5.2fa2","DOIUrl":"https://doi.org/10.58997/5.2fa2","url":null,"abstract":"This study explored the perceived gains of postsecondary peer educators, specifically related to their views of learning,feelings of connection to campus, and feelings of fulfillment as a result of their roles. The peer educator in the campuslearning center is a critical but undervalued resource for student success. This is reflected in the literature, which has agap in the research related to the experience of the peer educators themselves. To address this problem, a survey wassent through public listservs to college learning assistance professionals, who then distributed it to their respective peertutors and SI leaders (N = 1217). Using three open-ended questions from the Peer Educator Experiences Survey, I analyzedresponses to generate several themes for each question. I identified five distinct themes from responses to the firstquestion, which asked participants about their views of learning. Of the five themes, “learned how/ways people learn”had the highest frequency of responses (n = 239). I discovered four themes from responses to the second question thatasked about the most rewarding aspect of their jobs. For this question, the theme of “helping/witnessing growth” wasthe most evident response (n = 326). The final question asked about participants’ connections to campus; again, fourthemes identified four distinct themes. The theme of “campus people/resources” proved to be the most populous (n =203). Institutions and learning center administrators should consider these results when recruiting, training, assessing,and requesting funds for these programs.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115425115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Using a Trauma Informed Approach to Encourage Academic Help-Seeking Among Ethnically Diverse Students 使用创伤知情方法鼓励多元种族学生寻求学术帮助

Journal of College Academic Support Programs Pub Date : 2023-03-31 DOI: 10.58997/5.2ee1

Ashley Selva-Rodriguez, Jack Trammell, M. Minutello, Rhonda Mudry

引用次数: 0

Value of Volunteer Leadership for University Students Formerly Enrolled in Prescribed Reading: An Anti-Deficit Model 大学生义务领导的价值:一个反赤字模型

Journal of College Academic Support Programs Pub Date : 2023-03-31 DOI: 10.58997/5.2fa3

Timothy S. Nelson

{"title":"Value of Volunteer Leadership for University Students Formerly Enrolled in Prescribed Reading: An Anti-Deficit Model","authors":"Timothy S. Nelson","doi":"10.58997/5.2fa3","DOIUrl":"https://doi.org/10.58997/5.2fa3","url":null,"abstract":"Local volunteer opportunities hold the potential for university students to develop as leaders and engaged membersof the academic community, but students taking prescribed (sometimes termed developmental education) coursesmay be overlooked as candidates for these kinds of opportunities. Taking an anti-deficit stance, university faculty maypromote student success by recruiting students from prescribed courses to participate in carefully-designed volunteerprograms. In this qualitative case study, I explored the perceptions of growth in the areas of academic engagementand leadership and the motivation to participate in future community volunteer service in student volunteers who hadpreviously been enrolled in prescribed reading courses. Three such university student volunteers reflected on theirexperience as leaders in a short-term academic outreach program for high school students. In open-ended surveyand interview responses, the university volunteers described their development of specific skills as well as changesin self-perception. Their responses indicated that they perceived the volunteer experience as effectual in all theinvestigated areas. Notably, they reported that serving as role models for youth encouraged specific academic habits.The study includes descriptions of the academic outreach program with supporting theory for its design because thecontext of the volunteer service cannot be separated from the findings. This study is a unique contribution to studentsuccess literature—there is no previous model linking students from prescribed courses with community volunteeropportunities.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130215855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting Students on the (Academic) Margins: An Equity-Driven Framework 支持处于(学术)边缘的学生:公平驱动的框架

Journal of College Academic Support Programs Pub Date : 2023-03-31 DOI: 10.58997/5.2ee2

Emily E. Virtue, Erika Lytle Lett, Grace Cheshire, Diamond S. Brown, Whitney Gregory

{"title":"Supporting Students on the (Academic) Margins: An Equity-Driven Framework","authors":"Emily E. Virtue, Erika Lytle Lett, Grace Cheshire, Diamond S. Brown, Whitney Gregory","doi":"10.58997/5.2ee2","DOIUrl":"https://doi.org/10.58997/5.2ee2","url":null,"abstract":"Though many colleges and universities claim tobe driven by missions that highlight access, equity, and student success, academic policy andpractice do not always mirror these claims. American higher education institutions are “obsessedwith smartness” (Astin, 2017), yet fail to supporteducational attainment in an equitable manner. Educational inequality has its roots in PK–12 education(Dorn, 2017; Ladson-Billings, 2007) particularly asit relates to deficit ideology. The manifestations ofdeficit ideology in higher education are most starkly seen in how students on academic warning (also referred to as academic probation) are treated bothin action and by policy. For higher education institutions to meet their missions for access, equity, andsuccess, they must address how their “systems ofsupport” perpetuate deficit thinking. As the natureof higher education and the demographics of thoseenrolled continues to change and diversify, the timeis right for higher education practitioners to interrogate and change harmful practices. We offer aframework for how institutions can build capacityfor academic support program staff to identify deficit practices that systemically perpetuate inequities,so we no longer hinder student growth and academic success.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128932181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implementing a Specialized StudentSuccess Course for Veterans andMilitary-Connected Students 为退伍军人和与军方有联系的学生实施专门的学生成功课程

Journal of College Academic Support Programs Pub Date : 2022-09-26 DOI: 10.36896/5.1pp2

Catharina Reyes, Jonathan Lollar

引用次数: 0

A Baker’s Dozen of Influential andExemplar Pre-2000 Publicationsfor the College Reading and StudyStrategies Field 在大学阅读和学习策略领域，Baker的一打2000年前有影响力和示范的出版物

Journal of College Academic Support Programs Pub Date : 2022-09-26 DOI: 10.36896/5.1sc2

Norman A. Stahl, Sonya L. Armstrong

引用次数: 0

Antiracist Activities and Policies for Student-Led Study Groups 学生领导的学习小组的反种族主义活动和政策

Journal of College Academic Support Programs Pub Date : 2022-09-26 DOI: 10.36896/5.1sc1

D. Arendale, Danette Barber, Kelle Hutchinson, Juan Jimenez

{"title":"Antiracist Activities and Policies for Student-Led Study Groups","authors":"D. Arendale, Danette Barber, Kelle Hutchinson, Juan Jimenez","doi":"10.36896/5.1sc1","DOIUrl":"https://doi.org/10.36896/5.1sc1","url":null,"abstract":". ABSTRACT Issues of race and marginalization do not often intersect with publications related to developmental education and learning assistance. Too often, these issues have been ignored. This guide to antiracism policies and practices for student-led study groups is based on a careful review of scholarly articles, books, existing guides, practical experiences by the authors, and feedback from the study group administrators in the field. While much has been written about culturally-sensitive pedagogies for K-16 classroom instruction, little has emerged for guiding postsecondary peer study groups regarding antiracism practices. This guide helps address this gap in the literature and recommended practices. In addition to its application for academic study groups, this guide has value for faculty members to incorporate antiracism learning activities and pedagogies into their courses. Effective learning practices are identified in this article that can be adapted and adopted for supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. This is an excerpt from a much-longer and detailed guide that will be published in the near future.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130528204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting Reading Comprehensionfor English Learners At-Riskof Reading Difficulties in thePostsecondary Classroom 支持中学后课堂中有阅读困难风险的英语学习者的阅读理解

Journal of College Academic Support Programs Pub Date : 2022-09-26 DOI: 10.36896/5.1pp1

PhD Michelle J. Cook, PhD Elizabeth M. Hughes, Penn State Erie

引用次数: 0