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 A Baker’s Dozen of Influential and Exemplar Pre-2000 Publications for the College Reading and Study Strategies Field(Texas State University, The Education Institute, 2022-09-26) Stahl, Norman; Armstrong, SonyaThroughout the 20th century, a limited number of scholarly oriented books and monographs were issued that should have had great influence on later theory, research, and praxis associated with the college reading and study strategies field. Yet, these works have been, at least to some extent, lost to the winds of time. The lessons that can be learned from each text are important as we move through the reform era of the first three decades of the 21st century. This manuscript is intended to provide a review of selected foundational works of the 20th century of which early-career and established scholars in the field of college reading and learning strategies should have a working knowledge.Item A Phonologically Based Reading Intervention for Undergraduate English Language Learners At-Risk of Reading Difficulties: A Pilot Study(Texas State University, The Education Institute, 2023-03-31) Cook, Michelle; Hughes, ElizabethResearchers have reported that English language learners (ELLs) may be at risk of reading difficulties in the postsecondary setting. Although some students may only require explicit content-related vocabulary instruction and support with comprehension strategies in order to enhance comprehension, others may benefit from targeted short-term intervention in foundational reading skills. In this study, we examined whether a phonologically based reading intervention for undergraduate ELLs at-risk of reading difficulties would result in significant between-group differences for 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 various L1 backgrounds, including Chinese, Spanish, and Arabic. Effect sizes were calculated for the proximal variables using measures of word attack and letter-word identification, and the distal variable based on a measure of passage comprehension. Although a small and small-medium effect were calculated for the measures of word attack and letter-word identification, respectively, no effect was found for the measure of passage comprehension. Implications related to intervention dosage and additional intervention components are discussed.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 Active Learning, Students Who Are Academically At-Risk, and Institutional Classification(Texas State University, The Education Institute, 2021-08-04) Higgs, Meredith; Cobb, Christina; Morris, PamelaIn this study, self-reported survey results from the National Survey of Student Engagement (NSSE) 2017 and 2018 are examined to understand the extent to which students who were academically at-risk and academically prepared engaged in active learning versus traditional learning methods across bachelor’s, master’s, and doctoral degree-granting institutions. The NSSE Report Builder Public (2018) was utilized to create a data set from first year student responses selecting for teaching methodologies, Carnegie Institutional Categories, and student academic level as determined by course grades. Researchers used chi-square analyses to establish associations between the variables; all chi-square results were statistically significant except for one; there was no association found between students who were academically at-risk and coursework that emphasized evaluative learning activities. Next, researchers analyzed the frequencies of types of learning activities reported by students. Students who were were academically at-risk reported lower frequencies of using active learning techniques and tended to engage in study for fewer hours across all institution types. From this analysis, suggestions for improving the instruction for students who are academically at-risk include increased use of active learning teaching strategies for the various types of degree-granting institutions.Item An Abbreviated History of College Academic Support Programs (CASP)(Texas State University, The Education Institute, 2022-03-11) Dochen, Carol W.No abstract prepared.Item Antiracism Glossary for Education and Life(Texas State University, The Education Institute, 2021-08-04) Pokhrel, Richa; Muhammad, Mursalata; Jimenez, Juan; Green, Cassandra; Felber, Sarah; Claybourne, Chardin; Atkins, WyKeshia; Arendale, DavidTo create an antiracism glossary, a team of scholars from Colleagues of Color for Social Justice (CCSJ) identified and defined 48 terms relating to racism and antiracism based on careful review of existing race-related glossaries, scholarly articles, and widely-read books on the topic. This glossary of terms illustrates the daily and pervasive nature of racism that people of color experience and fills a demonstrable gap in resources of this type for college learning assistance centers and programs. The purpose is to recognize and explain terms related to attitudes, behaviors, and policies that impact people’s lives, particularly within academia. The glossary lists the terms in alphabetical order with multiple definitions from various resources and easy to understand examples drawn from personal lives, communities, and professional experiences in educational settings.Item Antiracist Activities and Policies for Student-Led Study Groups(Texas State University, The Education Institute, 2022-09-26) Arendale, David; Abraham, Nisha; Barber, Danette; Bekis, Barbara; Claybourne, Chardin; Epps, Bruce; Hutchinson, Kelle; Jimenez, Juan; Killingbeck, Mark; Pokhrel, Richa; Schmauch, Niki; Woodruff, RosemarieIssues 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.Item Bringing Collaboration and Differentiation Into the College Classroom(Texas State University, The Education Institute, 2018-02) Stich, Ashley N.No abstract prepared.Item Building the Discipline-Specific Classroom: A Pedagogical Discussion(Texas State University, The Education Institute, 2019-05) Deithloff, LetaNo abstract prepared.Item #CampusScavengerHunt: A Professional Development Workshop Using Digital Literacy to Build Student’s Self- Efficacy and Sense of Belonging on Campus(Texas State University, The Education Institute, 2021-02-15) Edgel, Tricia; McCarstle, Sandra; Reyes, Norma S.; Leibold, AngelaCollege bound students are faced with not only navigating a new environment but also faced with finding their “place” in a new community. Educators have a role to support students’ academic growth, self-efficacy (Schunk & DiBenedetto, 2020; Bandura, 1977), and sense of belonging (Brady et al., 2020; Hurtado & Carter, 1997) on campus. However, many educators are only explicitly taught about the need to support students’ academic needs. These practitioners need professional development to build their understanding of the importance of increasing students’ self-efficacy and fostering a sense of belonging on campus. Professional development in these two areas provides support for instructors as they extend their hand to students. In this paper we describe a short professional development workshop designed for teaching university seminar instructors about the importance of actively increasing their students’ self-efficacy and sense of belonging on campus by utilizing digital literacies (Andres, 2020; Gee, 2012) as a way to build campus community and classroom engagement (Clarke & Wilson, 2016) via Instagram Stories in their class assignments.Item Celebrating 40 Years of CASP: An Interview With Carol Dochen Success(Texas State University, The Education Institute, 2022-03-11) Lollar, Jonathan; Pipper, CamrieCarol Dochen, PhD, is the director of the Student Learning Assistance Center (SLAC) at Texas State University (TXST). She also serves as the Law School Admission Council (LSAC) coordinating prelaw advisor for TXST and taught University Seminar 1100 from 1994 to 2020. Carol actively participates in state, regional, and national professional organizations for both developmental education and prelaw advising as a mentor, presenter, author, and consultant. She was awarded the Mariel M. Muir Excellence in Mentoring Award in 2019, the Texas State University System Regent’s Staff Excellence Award in 2020, and the First-Year Student Advocate Award from the National Resource Center at the First Year Experience (FYE) conference in 2020. Carol earned a BS in psychology/guidance studies and an MEd in school psychology from Southwest Texas State University in San Marcos, Texas. She earned her PhD in higher education administration, with a minor in educational psychology, from the University of Texas at Austin. She has been employed at TXST since 1974. Carol served as TADE Past President, 1982–1984, and is currently CASP Historian. SLAC is a multi-faceted academic support learning center free of charge to TXST students. The center provides individual, group, and online tutoring services, Supplemental Instruction, learning and study skills workshops, standardized test preparation, and learning specialist consultations. SLAC serves over 13,000 students, with over 52,000 student visits per year. Hundreds of outreach presentations are also provided yearly for orientation, University Seminar 1100 classes, and student organizations. SLAC’s latest initiative is the Veterans Academic Success Center, housed within the SLAC lab, which provides support for military-connected students.Item Characteristics of Learning Frameworks Courses in Texas Public Community Colleges(Texas State University, The Education Institute, 2019-05) Hodges, Russ; Acee, Taylor W.; Jarrett, Stephanie M.; Leblanc, Rene; Lin, Yuting; Castillo, Amarilis M.; Cox, Christie Hill-Troglin; Lawson, Christie; Oelschlegel, Candice P.; Flaggs, Darolyn A.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 Board. Researchers focused on learning frameworks courses offered at Texas public community colleges in the Fall 2016 and Spring 2017 semesters. A total of 44 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.Item Close the Metacognitive Equity Gap: Teach All Students How to Learn(Texas State University, The Education Institute, 2021-08-04) McGuire, SaundraIn his seminal book, Toward Excellence with Equity: An Emerging Vision for Closing the Achievement Gap, Ferguson (2008) persuasively argued that the achievement gap between students from different racial groups is not the result of a difference in ability, attitudes or work ethic between groups, but rather a difference in the academic skills acquired. Often, we in the academic community use the term educational equity when referring to closing the achievement gap between different groups of students, such as majority versus minoritized, lower socioeconomic versus higher socioeconomic, or students from well-resourced versus under-resourced schools (Harris & Herrington, 2006). I have recently begun using a parallel term, metacognitive equity, to describe closing the gap between students who use metacognition (effective thinking and learning strategies) and those who do not. I posit that it is the gap in metacognitive strategies that contributes most to the persistent achievement gap and that all students must be taught how to learn.Item Completing College: Focus on the Finish Line(Texas State University, The Education Institute, 2019-05) Boylan, Hunter R.; Calderwood, Barbara J.; Bonham, Barbara S.This paper contends that, although there is much to commend in the remediation reform movement, it is unlikely to attain its goals. These goals include the Lumina Foundation’s target of having 60% of Americans attain a degree or certificate, the Bill and Melinda Gates Foundation’s goal of doubling the number of low income students who earn a post-secondary 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 education, (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 difficulties 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. The 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. The 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 impact 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. The third phase is expanding the connections between community colleges, public schools, and community services. 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 post-secondary education. In addition, community colleges need to establish closer ties and better relationships with services available in the local community to address the varying nonacademic needs of our least advantaged students. The 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 already know but have, for a variety of reasons, failed to implement.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 Developmental Mathematics: Students’ Predicted Outcome Value of Electronic Communication(Texas State University, The Education Institute, 2021-02-15) Nabors, Amy G.; Zientek, Linda R.This study investigated the predicted outcome value of electronic communication from the viewpoint of developmental mathematics students. Students at a large Texas community college completed a combination of instruments that were administered in three prior studies. Three reasons for using electronic communication that were included in this study were procedural/clarification, personal/social, and efficiency. Results indicated that (a) student-initiated electronic communications conversations were correlated with students’ predicted outcome value of electronic communications; (b) instructor immediacy behaviors via electronic measures was correlated with students’ reasons for electronic communication; (c) instructor immediacy of electronic communication and the reasons for communicating explained 34.3% of the variance in students’ predicted outcome value of electronic communication; (d) procedural/clarification reasons was the largest predictor of predicted outcome value; and (e) the β weight and structure coefficient suggested that personal/social reasons was a possible suppressor.Item Discussing the Place of Corequisites in Juvenile Correctional Education and GED Success(Texas State University, The Education Institute, 2020-02) Lollar, Jonathan; Bernal, CesarDiscussions surrounding incarcerated juveniles, education programs, and recidivism are difficult to find. In fact, gathering data is incredibly difficult in juvenile facilities because of high turnover rates and difficult of obtaining permission to conduct studies in juvenile facilities (Calderone, Bennett, Homan, Dedrick, & Chatfield, 2009; Shippen, Morton, Flynt, Houchins, & Smitherman, 2012). A study by David, Bozick, Steele, Saunders, and Miles found that participating in a GED or equivalent program reduced recidivism rates by 30% (2013). Assuming there is a relationship between juvenile recidivism rates and education programs, an important question remains. What types of education work best, and why? We believe a corequisite model paired with a philosophy course may be an important piece to this question.Item Dr. Uri Treisman: Five Decades of Postsecondary Innovation(Texas State University, The Education Institute, 2021-08-04) Raman, Arun; Lollar, JonathanPhilip Uri Treisman is a University Distinguished Teaching Professor, professor of mathematics, and professor of public affairs at The University of Texas at Austin. He is the founder and executive director of the Charles A. Dana Center, an organized research unit in the College of Natural Sciences that works to ensure that all students, regardless of their life circumstances, can access—and succeed—in rigorous mathematics and science education. Dr. Treisman is active in numerous organizations working to improve American mathematics education. He is a founder and member of the governing board of Transforming Post-Secondary Education in Mathematics (also known as TPSE-Math). He is a representative of the American Mathematical Society to the American Association for the Advancement of Science (Education, Section Q) and is a senior advisor to the Conference Board of the Mathematical Sciences Research Advisory Group. In addition, he is a member of the Roundtable on Data Science Postsecondary Education with the National Academies of Sciences, Engineering, and Medicine. Dr. Treisman has served as a Distinguished Senior Fellow at the Education Commission of the States since 2013. He is also chairman of the Strong Start to Finish Campaign (and its expert advisory board), a joint initiative of the Bill & Melinda Gates Foundation, The Kresge Foundation, and Ascendium Education Group that works nationally to ensure that all students get a strong start in their first year of college and finish with the skills they need to thrive. Treisman has served on the STEM working group of the President’s Council of Advisors on Science and Technology, the 21st-Century Commission on the Future of Community Colleges of the American Association of Community Colleges, and the Commission on Mathematics and Science Education of the Carnegie Corporation of New York and the Institute for Advanced Study. Treisman’s research and professional interests span mathematics and science education, education policy, social and developmental psychology, community service, and volunteerism.Item Dual Credit and Advanced Placement Students in Developmental Education: What Happened?(Texas State University, The Education Institute, 2021-02-15) Coleman, Sandra Lee; Troncoso Skidmore, Susan; Martirosyan, Nara M.Despite their better-than-average preparation, former dual credit and advanced placement students have placed into developmental education upon entering higher education. In this phenomenological study, six students were randomly selected to be interviewed from a group of 562 who placed into developmental education at one Texas university during a 6-year time frame, Fall 2009 through Summer 2015. Six themes, Utility of Developmental Class, Test Taking, Self- Awareness, Obstacles, Emotions, and Academics, and 20 sub-themes emerged from the interview data. The thoughts expressed by the students in this study suggest that developmental placement was a disorienting experience for many of them. Perhaps this was due to their newly acknowledged underpreparedness that necessitated they develop habits and skills more conducive to the college environment. Regardless of the source, in the end the students acknowledged various forms of personal growth as a result of the developmental course experience.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.