Journal of College Academic Support Programs最新文献

{"title":"Implementing\u0000Collaborative Mock\u0000Exam Review","authors":"","doi":"10.36896/3.1pp2","DOIUrl":"https://doi.org/10.36896/3.1pp2","url":null,"abstract":"","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123779838","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}

{"title":"Technology Considerations and\u0000Opportunities in Higher Education","authors":"W. Anthony, P. Brown","doi":"10.36896/3.1sppfa1","DOIUrl":"https://doi.org/10.36896/3.1sppfa1","url":null,"abstract":"Technology has transformed teaching and learning by providing access to education that transcends the boundaries of race, gender inequity, costs, and physical constraints. The importance of providing professionals in higher education with a compilation of evidence-based findings, focused on the use of promising practices in technology and what is needed to create a learning environment that will meet the educational needs of students, is even more significant now in light of a worldwide Covid-19 pandemic. Based on the increased need for expanded knowledge on such practices, the authors have examined the importance of technology usage in developmental and transitional education courses; however, discussion is included on technology use in higher education courses, the transition from traditional seated courses to fully online delivery, the use of social media in the classroom, and the inclusion of cell phone technology in learning. TECHNOLOGY CONSIDERATIONS AND OPPORTUNITIES 5 Technology Considerations and Opportunities in Higher Education Issac Asimov once proclaimed, “...I do not fear computers. I fear the lack of them” (as cited in “Age of Miracle Chips,” 1978, p. 45). Years later, Castells (2010) posited that we are now living in a distinct information age. In our current age, computers are perceived as being ubiquitous, even in regards to education, but it was in the 1960s when Lipsitz predicted this phenomenon (Kinshuk et al., 2013). The term “educational technology” has been commonly used. From online courses, cell phones, computers, Learning Management Systems (LMS) such as Moodle, and Blackboard, and social media avenues such as Facebook and Twitter, this article will offer a comprehensive examination of the value of the various educational technologies and the implications that accompany them. In higher education today, no matter the course level, technology can be viewed as a great equalizer, as evidenced in its accessibility. For example, in terms of educational technology, students and staff can communicate across cities, states, and continents. Technology applications currently in education are nearly infinite. The recent Covid19 crisis has required all in higher education to use it, including many luddites (Gardner, 2020). Hadadian et al. (2014) asserted that technology is quickly becoming a global phenomenon, increasingly seen in higher education classrooms. For instance, prospective international students can participate in virtual tours of many campuses in the United States from the comfort of their homes. This technology usage is just one example of how technology has connected people across oceans and continents. Without a doubt, technology has profoundly altered the education experience. It has greatly expanded access to education as vast amounts of information (books, audio, images, videos, and podcasts) are available at one’s fingertips through the world wide web. According to the U.S. Department of Education’s (2017) Office","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130475184","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}

{"title":"First-Year Seminars: A Comparison of Course Characteristics and High Impact Practices at Two-Year Colleges","authors":"Forrest C. Lane, Andrew Miller","doi":"10.36896/2.1fa2","DOIUrl":"https://doi.org/10.36896/2.1fa2","url":null,"abstract":"Contemporary literature underscores the salience of First-Year seminars (FYS) in supporting the success of college students. The problem is that the research outlining the characteristics of FYS at two-year colleges is sparse, particularly when certain populations are required to enroll in these courses. There is little information about how these seminars vary to meet the needs of certain students. This study examined the characteristics of FYS at two-year institutions where academically underprepared students were required to enroll in a first-year seminar. The results and implications for practice are discussed in this study.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114684967","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}

{"title":"Characteristics of Learning Frameworks Courses in Texas Public Community Colleges","authors":"R. Hodges, T. Acee, S. M. Jarrett, Rene' Leblanc, Yuting Lin, Amarilis M. Castillo, Chris Cox, Christie A. Lawson, Candice P. Oelschlegel, D. A. Flaggs","doi":"10.36896/2.1fa1","DOIUrl":"https://doi.org/10.36896/2.1fa1","url":null,"abstract":"In this qualitative study, the authors extend the previous research and present findings from a study investigating post- secondary theoretically-based study strategy courses. In Texas, these courses are known as learning frameworks courses, offered for college credit, and derive full-formula funding from the Texas Higher Education Coordinating 􏰩oard. Research- ers focused on learning frameworks courses offered at Texas public community colleges in the Fall 201􏰞 and Spring 201􏰔 semesters. A total of 􏰌􏰌 course coordinators or their designees were interviewed via phone or email. Using content analysis, researchers coded data into content categories and thematic units. Findings provide historical, administrative and curricula perspectives including primary distinctions among course topics􏰜 theoretical perspectives (or lack thereof)􏰜 textbooks, resources, and assessment selections􏰜 and instructor training. The authors recommended the development of statewide resources to assist institutions in meeting statewide curricula requirements.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129872632","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}

{"title":"Building the Discipline-Specific Classroom: A Pedagogical Discussion","authors":"Leta F. Deithloff","doi":"10.36896/2.1ep2","DOIUrl":"https://doi.org/10.36896/2.1ep2","url":null,"abstract":"","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130328650","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}

{"title":"Exploring a Vision for a Global Literacy and Learning Environment: Addressing the Needs of Economically and Culturally Diverse Student Populations Through the Arts","authors":"Neva Cramer, J. Bowman","doi":"10.36896/2.1pp2","DOIUrl":"https://doi.org/10.36896/2.1pp2","url":null,"abstract":"","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128272154","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}

{"title":"UTILIZING GOOGLE MY MAPS IN THE CLASSROOM","authors":"William S. Duffy","doi":"10.36896/2.1pp3","DOIUrl":"https://doi.org/10.36896/2.1pp3","url":null,"abstract":"","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124264314","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}

{"title":"Freshmen, Teaching, and Tenure: Why Do We Call It the Trenches, Anyway?","authors":"Annette Lopez","doi":"10.36896/2.1ep3","DOIUrl":"https://doi.org/10.36896/2.1ep3","url":null,"abstract":"","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129182330","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}

{"title":"Learning Alone and Academic Capital: An Old Sociological Idea in a New Educational Application","authors":"Jack Trammell","doi":"10.36896/2.1ep1","DOIUrl":"https://doi.org/10.36896/2.1ep1","url":null,"abstract":"","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130943034","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}

{"title":"SI or Peer Tutoring: Is One Really Better Than the Other?","authors":"K. Keim, M. Kiser","doi":"10.36896/2.1pp1","DOIUrl":"https://doi.org/10.36896/2.1pp1","url":null,"abstract":"","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120964399","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}