Journal of College Academic Support Programs
Permanent URI for this collectionhttps://hdl.handle.net/10877/7208
Published biannually in Fall and Spring, the J-CASP seeks articles on such topics as pre-assessment, assessment, and interventions for college readiness; college placement, academic advising, and counseling and completion pathways; and developmental education course models and innovations for developmental mathematics, postsecondary literacy, and student success literacy (e.g. co-requisite, contextualized, accelerated, emporiums, integrated, paired, learning communities, academic bridge programs, and boot camps). Additional topics include but are not limited to non-course based options (NBCOs) and learning support models such as tutoring, mentoring, coaching, computer-based instruction, content-based learning labs, and various types of peer-educator support programs.
Journal website: https://journals.tdl.org/jcasp/index.php/jcasp
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Item Learning Styles: Academic Fact or Urban Myth? A Recent Review of the Literature(Texas State University, The Education Institute, 2018-02) LeBlanc, Theresa ReneWhile advocates of learning styles have suggested postsecondary educators and learning support programs match instruction to students’ learning styles to enhance learning, past decades of research criticize educator’s co-option of and disprove researchers’ efforts to prove learning styles’ existence and worth as a valid construct. The author examines numerous research articles that have challenged the efficacy of learning styles based on empirically provable evidence. The author also cites how the learning styles paradigm continues to be used in the field of postsecondary learning assistance. The author concludes that instead of promoting learning styles, educators should instruct learners on the intentional use of learning strategies.Item The Role and Impact of Supplemental Instruction in Accelerated Developmental Math Courses(Texas State University, The Education Institute, 2018-02) Altomare, Tanu K.; Moreno-Gongora, Ashley N.A difficult issue for tutoring programs is low participation, especially at commuter campuses. At the University of Houston-Downtown, this problem seems particularly acute for developmental education (DE) courses. This paper describes the Supplemental Instruction (SI) program at the University of Houston-Downtown (UHD) with focus on the role of the SI Leader in accelerated DE math courses. A study was conducted between Fall 2015 and Spring 2017 to evaluate differences in student performance in two courses between sections that were staffed with an SI Leader and those that had no assistance from the SI program. The study found statistically significant differences in grade performance between SI session participants and non-SI participants. The study also found that students passed at a higher rate in accelerated Intermediate Algebra as compared to traditional biweekly sections. Finally, students passed at a higher rate in accelerated sections that were staffed with an SI Leader compared to accelerated sections without an SI Leader.Item Effectiveness of a Summer Bridge Program at McLennan Community College(Texas State University, The Education Institute, 2018-02) Dove, SamanthaIn this quantitative research study, student performance data were collected from 2014-2016 summer bridge program participants to examine the relationship between participation in the MCC summer bridge program and selected student outcomes by comparison to a matched group of students who did not participate in the program. The research questions addressed in this study were as follows: To what extent did participation in a summer bridge program improve participants' TSI scores? To what extent was participation in a summer bridge program related to DE placement results? To what extent did the average number of credit hours accumulated differ between students who participated in a summer bridge program and those in a comparison group that did not? The results from the three research questions revealed that students who participated in the MCC summer bridge program experienced some success in select outcomes, although other outcomes still need to be improved to increase student achievement in all objectives.Item Implementing Change and Planning English Corequisite Classes(Texas State University, The Education Institute, 2018-02) Young, Mary Ellen; Jones, MelisaNo abstract prepared.Item Goffman and Spoiled Identity: Helping Developmental Students Shed the Label(Texas State University, The Education Institute, 2018-02) Trammell, JackNo abstract prepared.Item Teaching the Rhetorical Situation to Improve Disciplinary Literacy(Texas State University, The Education Institute, 2018-02) Threadgill, Elizabeth J.; Paulson, Eric J.No abstract prepared.Item The Effect of Acceleration on Subsequent Course Success Rates Based on the North Carolina Developmental Mathematics Redesign(Texas State University, The Education Institute, 2018-02) Bishop, Tammy J.; Martirosyan, Nara; Saxon, D. Patrick; Lane, ForrestRecent trends in developmental education (DE) include the reduction of time spent in DE courses, which includes the acceleration of the course content. In 2011, the North Carolina Community College System redesigned all DE mathematics courses using this trend of acceleration. This study looks at the subsequent gateway mathematics course success rates for students who took the course in the traditional 16-week semester format and in the new 4-week accelerated modular format. The results of this study showed that there was no difference in the success rates of the two formats. The researchers concluded that acceleration of courses does not affect the subsequent course success rates.Item Internal Conflict: Community College Presidents and Developmental Education(Texas State University, The Education Institute, 2018-02) Vick, Nicholas; Saxon, D. Patrick; Martirosyan, NaraThe purpose of this qualitative study was to investigate the perceptions of community college presidents regarding developmental education. A mixed method sampling technique combining convenience and purposeful sampling was used to identify five presidents in North Carolina and three presidents in Virginia to participate in the study. Results of the study could prove significant for community college leaders in terms of supporting academically underprepared students from the president’s perspective and understanding methods to improve developmental education. The primary source of data was from semi-structured interviews lasting approximately one hour conducted with each president.Item Journal of College Academic Support Programs, Volume 1, Issue 1, Spring 2018(Texas State University, The Education Institute, 2018-02) McConnell, Michael C.Inaugural issue of the Journal of College Academic Support Programs. The Journal of College Academic Support Programs (J-CASP) is an academic journal for developmental education, learning assistance, and student success.Item Bringing Collaboration and Differentiation Into the College Classroom(Texas State University, The Education Institute, 2018-02) Stich, Ashley N.No abstract prepared.Item Promote Critical Thinking Through Online Discussion Forum(Texas State University, The Education Institute, 2018-10) Childers, EssieNo abstract prepared.Item Taking the First Steps Towards 100% Implementation of the Corequisite Model(Texas State University, The Education Institute, 2018-10) Allen, Cindy; Biber, Anita; Chilton, Angela; Johnson, LeslieNo abstract prepared.Item Journal of College Academic Support Programs, Volume 1, Issue 2, Fall 2018(Texas State University, The Education Institute, 2018-10) McConnell, Michael C.; Gonzales, CassandraThe Journal of College Academic Support Programs (J-CASP) is an academic journal for developmental education, learning assistance, and student success.Item Rethinking the Corequisite Model: What Is It, Why Remedial English and Mathematics, and What Is Its Net Effect?(Texas State University, The Education Institute, 2018-10) Goudas, Alexandros M.No abstract prepared.Item Student Response to a Corequisite Pilot Program: A Retrospective(Texas State University, The Education Institute, 2018-10) Threadgill, Elizabeth J.This retrospective article presents the results of a pilot study on student perceptions of a corequisite model for developmental 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 traditional 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.Item Using a Corequisite Composition Workshop to Accelerate Students(Texas State University, The Education Institute, 2018-10) Berta, Andrea A.No abstract prepared.Item A Review of Demographic Trends for Texas and the United States(Texas State University, The Education Institute, 2018-10) Hodges, Russ; Payne, Emily Miller; Suh, Emily; Hernandez, Patricia; Wu, Na; Castillo, Amarilis; Shetron, Tamara H.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 America’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.Item Corequisite Courses for Developmental Students at a Large Research University(Texas State University, The Education Institute, 2018-10) Procknow, Hillary; Deithoff, Leta; Herd, VanThis article details the efforts that the Texas Success Initiative (TSI) office at a large research university made toward piloting, refining, and scaling corequisite courses for students who require developmental education. House Bill 2223, passed by the Texas Legislature in June of 2017, 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.Item First-Year Seminars: A Comparison of Course Characteristics and High Impact Practices at Two-Year Colleges(Texas State University, The Education Institute, 2019-05) Lane, Forrest C.; Miller, Andrew P.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.Item Learning Alone and Academic Capital: An Old Sociological Idea in a New Educational Application(Texas State University, The Education Institute, 2019-05) Trammell, JackNo abstract prepared.