Journal of College Academic Support Programs最新文献

{"title":"Completing College: Focus on the Finish Line","authors":"Hunter R. Boylan, Barbara J. Calderwood, B. Bonham","doi":"10.36896/2.1sfa1","DOIUrl":"https://doi.org/10.36896/2.1sfa1","url":null,"abstract":"This paper contends that, although there is much to commend in the remediation reform movement, it is un- likely to attain its goals. These goals include the Lumina Foundation’s target of having 􏰞0􏰐 of Americans attain a degree or certificate, the 􏰩ill and Melinda Gates Foundation’s goal of doubling the number of low income students who earn a postsecondary degree, and President Obama’s goal of the U.S. having the world’s highest percentage of degree holders by 2020. This is due to several factors including (a) the failure to distinguish between remedial and developmental ed- ucation, (b) the limited focus of reform on remedial and gateway courses, (c) the mistaken assumption that there is a causal relationship between remediation and attrition, (d) the failure to address students’ reading problems, (e) the non- systematic nature of most reform efforts, (f) and the subsequent failure to address other causes of student attrition and the di􏰓culties of many community college students’ lives. There are, of course, many commendable efforts to improve student performance in the community college. This paper describes the most popular of these efforts. It also discusses data on their effectiveness. In spite of their success, community colleges will need to do more if they are to dramatically enhance degree and certificate completion, particularly among minority, low income, and first-generation students.\u0000The authors suggest that there are three phases involved in attaining the dramatic increase in college completion desired by foundations and government. The first phase is to improve the quality of teaching and learning in community college classrooms. This will require a substantial faculty development effort, particularly for adjunct instructors.\u0000The second phase is to fully integrate courses and student support services. At present, the academic and the student affairs divisions of community colleges usually operate randomly and independently of each other. Their full im- pact cannot be obtained unless support services are more directly linked to course goals and objectives and courses are more directly connected to the services designed to support them.\u0000The third phase is expanding the connections between community colleges, public schools, and community ser- vices. High schools and colleges need to collaborate more closely to insure that the exit standards of secondary education are more consistent with the entry standards of postsecondary education. In addition, community colleges need to es- tablish closer ties and better relationships with services available in the local community to address the varying nonaca- demic needs of our least advantaged students.\u0000The authors then provide concrete examples of how community colleges might implement all three phases of student completion. Some of these examples represent new thinking about how community college courses and services might be organized and delivered. Many, however, represent things we a","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"22 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":"115051980","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":"Rethinking the Corequisite Model: What Is It, Why Remedial1 English and Mathematics, and What Is Its Net Effect?","authors":"Alexandros M. Goudas","doi":"10.36896/1.2op1","DOIUrl":"https://doi.org/10.36896/1.2op1","url":null,"abstract":"","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115577421","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":"A Review of Demographic Trends for Texas and the United States","authors":"R. Hodges, E. Payne, E. Suh, Patricia Hernández, N. Wu, Amarilis M. Castillo, T. Shetron","doi":"10.36896/1.2fa3","DOIUrl":"https://doi.org/10.36896/1.2fa3","url":null,"abstract":"This article provides a review of current and future demographic trends for Texas and the nation including the ongoing discrepancy between enrollment and retention/completion. Students entering postsecondary education embody Amer- ica’s growing diversity in language, ethnicity, age, gender, religion, sexual orientation, ability, and socioeconomic status. Demographic research findings support the importance of the role played by developmental educators in continuing to address the changing needs of students. Recommendations include the need for K-12 and postsecondary developmental educators to continue collaborating on college readiness initiatives, academic support services including career pathway advising, better alignment between 2- and 4-year institutions, developing cultural competence, and continuing research to improve support of underserved and diverse student populations.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116527697","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":"Corequisite Courses for Developmental Students at a Large Research University","authors":"Hillary Procknow, Leta Deithoff, Van Herd","doi":"10.36896/1.2fa1","DOIUrl":"https://doi.org/10.36896/1.2fa1","url":null,"abstract":"This article details the efforts that the Texas Success Initiative (TSI) o􏰓ce at a large research university made toward pilot- ing, refining, and scaling corequisite courses for students who require developmental education. House Bill 2223, passed by the Texas Legislature in June of 2􏰏􏰎􏰔, requires public institutions to increase the percentage of developmental students enrolled in corequisite courses. In response, student outcome data, curricular examples, and suggestions for structuring corequisites are presented.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131440977","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":"Taking the First Steps Towards 100% Implementation of the Corequisite Model","authors":"C. Allen, Anita Biber, Angela Chilton, L. Johnson","doi":"10.36896/1.2pp1","DOIUrl":"https://doi.org/10.36896/1.2pp1","url":null,"abstract":"","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116392690","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":"Promote Critical Thinking Through Online Discussion Forum","authors":"Essie Childers","doi":"10.36896/1.2pp3","DOIUrl":"https://doi.org/10.36896/1.2pp3","url":null,"abstract":"","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125405231","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":"Student Response to a Corequisite Pilot Program: A Retrospective","authors":"Elizabeth J. Threadgill","doi":"10.36896/1.2fa2","DOIUrl":"https://doi.org/10.36896/1.2fa2","url":null,"abstract":"This retrospective article presents the results of a pilot study on student perceptions of a corequisite model for devel- opmental writing. Qualitative survey data was collected at the beginning, middle, and end of Fall 2013 at a large public university in central Texas. A total of 21 students participated in this study. Eleven students who were near the cut-off for the placement exam were enrolled in a first-semester composition course with other students who placed directly into first-semester composition. These 11 students also agreed to meet outside of the composition classroom at a set time for the corequisite course. Another ten students who were near the cut-off for the placement exam were placed in a tra- ditional 16-week developmental writing course that served as a control. Responses were analyzed using coding practices outlined by Saldaña (2009), including initial coding, categorizing, and theming. Themes that emerged in the responses of students enrolled in the traditional 16-week developmental writing course included the following: (a) this course is pointless/a waste, (b) mismatch between placement and self-perception, and (c) transferability. Themes that emerged in the responses of students enrolled in the corequisite model included the following: (a) a lot is riding on success in the corequisite composition course, (b) unsure/nervous about expectations, and (c) improved self-efficacy at the end of the course. The major implication of this study is the importance of including student voices in the implementation of models for developmental education.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"463 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123098631","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}