Academic Support Programs Research Articles

새로운 외교 패러다임으로서의 공공외교와 문화적 영향력

Generally speaking, today, countries around the world are emphasizing cultural diplomacy using soft power as a key pillar of public diplomacy. This is part of a diplomatic strategy to enhance the country's image as a ‘diplomacy that moves the mind’ of the public. Turkey is also actively utilizing cultural diplomacy in line with this trend. Accordingly, this study aims to analyze the potential of Turkey's cultural diplomacy and to look into its implications for Korea. This study analyzed language and cultural education, academic exchange support programs, gastronomic diplomacy, and drama contents as Turkey's soft power promotion areas. Along with this analysis, this study is a plan for Turkey's cultural diplomacy strategy regarding Korea. First, Turkey's various soft power capabilities are utilized. Second, expand the target of diplomacy and implement a continuous cultural diplomacy strategy. Third, it suggests to actively utilize the online cultural exchange platform.

The ABCs of the History of PLTL Implementation at Washington University in St. Louis

Peer-Led-Team-Learning (PLTL) is a long-running, highly successful academic support program fully embedded in select course pedagogy at Washington University (WashU.) in St. Louis. This paper’s title, The ABCs of the History of PLTL at Washington University in St. Louis, is intentional and the “ABCs” themselves convey the core elements that have contributed to the tremendous success of PLTL at WashU, and to the integration of PLTL into STEM academic culture at WashU - “A” for Attitude; “B” for Behavior; and “C” for Collegiality. However, the most impactful element associated with the success of PLTL at WashU is the final letter in the “ABCs” string – the “s”. Though not capitalized, the “s” is arguably the most critically important component in the history, and in the efficacy and effectiveness, of PLTL at WashU. The small “s” represents serendipity.

국내 대학생 학업지원 프로그램의 연구동향 및 효과성 메타분석

Objectives The purposes of this study were to review the trends in research related to academic programs conducted at domestic universities and meta-analyze the effects of these programs, which can provide the data for improving of the quality of the academic program development. Methods For this purpose we searched for keywords such as ‘college student’, ‘study’, ‘program’, ‘academic probation’, and ‘college student underachievement’ in the RISS, and collected 103 papers of ‘college students’ academic support programs’ published from 2006 to 2021 in KCI and KCI-candidate journals. We analyzed the research trends of the collected studies, and conducted a meta-analysis on the effects of academic intervention program using 15 studies that applied a control group experimental design by using the R statistical program. Results The papers of academic programs for college students have been published since 2006, and their number has increased rapidly over the past decade. The target audience of the program was diverse, including program applicants, students with academic difficulties, and students from specific departments. For the operation form of the program, learning community, group education, and group counseling were in order. In addition to this, we analyzed the purpose of the programs, research methods, measurement variables and tools, and presented the results. Lastly, the meta-analysis result showed that the average effect size of the program was 0.5226, which was a medium effect size, and the significant moderator variables were the operation type and the purpose of the program. Conclusions We suggested how Korean colleges could design and operate the academic support programs for undergraduate students based on the results of this study and also provided some implications for the development of related research.

A Study on the Effects of a Supporting Program for Low Achieving Students at University－Centered on Learning-men in K University

The purpose of this study is to suggest the operating case of “Learning-men” as a supporting program for low achieving students of K University in order to objectively verify the effects on both the students’ learning achievement and their core competencies, as well as to provide key implications for the effective operation of a non-subject, educational program for score improvement.</br>Learning-men promotes learning motivation and student success by providing scholarships to excellent students depending on the degree of their academic improvement and by conducting three-step programs for high-risk learners who are likely to accumulate academic warnings due to their repeated low academic achievement.</br>This study analyzed the average change in grade average (GPA) and core competencies before and after the students participated in the program by applying a mixed research method using data from a total of 342 Learning-men students, and from interviews based on 10 academic warnings, academic continuity factors, and program participation effects.</br>Looking at the results of the study, first, both the underachieving students and the self-participating students enrolled in the program who had an academic achievement of (<i>t</i>=-13.376, <i>p</i><.001) and core competencies of (<i>t</i>=-17.867~-21.305, <i>p</i><.001) improved significantly. Second, 39 out of 45 students who were placed on academic probation (86.7%) improved their grades and were released from their probation. Third, through analyzing the qualitative data, we found that the reason why these students received academic probation was due to university environmental and internal factors, and that their motivation to participate in the program was based on external and internal factors. Nevertheless, their motivation to learn in this program, their academic self-efficacy, and their self-directed learning ability improved.</br>These research results verified that participation in the low academic achievement Support Program can be used as a tool to strengthen college students' academic competencies and core competencies. Based on the results of this study, various systematic operation and effectiveness verification methods for a low academic achievement Support Program were discussed.

A Case Study on the Special Education Teachers’ Participation in the Basic Academic Achievement Support Program to Establish Cooperative Education Support System between General and Special Education

A Case Study on the Special Education Teachers’ Participation in the Basic Academic Achievement Support Program to Establish Cooperative Education Support System between General and Special Education

The Relationship between School Socioeconomic Composition and Academic Achievement in Turkiye

The socioeconomic distribution of students influences school contexts and learning processes. In this manner, a school’s socioeconomic composition has the remarkable potential to shape school climate. This study examines the relationship socioeconomic status (SES) at both the student and school levels has with academic achievement for the first time in Turkiye with regard to academic and vocational tracks. High-stake assessment data of more than 1.4 million students over the last 10 years have been analyzed using two-level hierarchical linear modelling (HLM). The results show parents’ education level to be a significant predictor for both academic and vocational tracks, while family income significantly predicts academic achievement just in regard to vocational track. The results highlight both students’ and peers’ SES to be significantly related to their academic achievement. Additionally, parents’ education level is a stronger predictor of achievement than family income level. The results also emphasize the importance the recent improvements and academic support programs from the Ministry of National Education (MoNE) have had in alleviating achievement gaps among schools.

Supplemental instruction in pharmacy education: Lessons learned from collected perceptions

Introduction: Supplemental Instruction (SI) is an internationally-recognised academic support programme serving students in historically challenging courses across higher education via peer-assisted learning. Methods: A survey was deployed to gather perceptions of SI among student pharmacists, near-peer leaders, faculty, and staff of a traditional, four-year doctor of pharmacy programme hosted by a private institution in the United States. Results: Ninety-eight participants shared perceptions and viewpoints of the SI programme. Overall, positive perceptions were expressed and were independent of proximity to either attending sessions (students) or teaching activities (faculty). Student respondents identified audience-response polling or “gamification” as the most effective modality while the traditional use of student small groups was deemed less useful. Curiously, the student results also support SI improving student-faculty interactions. Conclusion: Given the current landscape of pharmacy education, it is critical to provide the best resources possible to ensure student success, and SI is an easily adaptable model to support student pharmacists.

School-Based Improvement in VET: “The 1,000 Schools in Vocational Education and Training Project”

Vocational education and training (VET) faces a significant transformation after the 2000s, due to the widespread use of automation and artificial intelligence-based production technologies. VET also have other struggles including higher student flow to academic track and higher rate of socioeconomically disadvantaged students in VET institutions. In this context, it is of great importance to improve the school climate of VET institutions. The “1,000 Schools in Vocational Education and Training Project” was initiated by the Ministry of National Education (MoNE) in order to extending the paradigm shift in recent years in VET. This study aims to evaluate how school-based improvements are made across Turkey in the project. The project, which is the largest-scale programme for the improvement of Turkish VET system, covered approximately 25% of VET high schools in Turkey. Within the scope of the project, 1,000 disadvantaged schools based on education indicators were selected. As a part of multi-stage support; more than one hundred thousand students attended academic support programs, and more than four hundred thousand students attended psychosocial support and coping with addiction trainings. The number of participants in pedagogical and leadership skill programme for teachers and school administrators has exceeded three hundred thousand. Parents’ participation in open secondary schools, open high schools and vocational courses was encouraged, and more than 11 thousand parents were ensured to attend these trainings. Within the improving of schools’ physical infrastructure, new laboratories and libraries were established and workshops in schools. The project proofs that the school climate can be improved via multi-stage support and it has become a practical model the "10,000 Schools in Primary Education Project".

An Abbreviated History of College Academic Support Programs (CASP)

An Abbreviated History of College Academic Support Programs (CASP)

EXPLORING THE REASONS OF ACADEMIC PROBATION AMONG PRIVATE UNIVERSITY STUDENTS IN BANGLADESH

A significant number of private university students are placed on academic probation, especially in their first year and many of them hardly succeed in their future academic careers. Students on academic probation are more probable to face numerous academic difficulties, are unfortunately more likely to drop out of the university. Therefore, it is imperative to identify the students who end up on academic probation and the reasons of academic probation. Hence, this study was conducted to determine the reasons of academic probation among the students at a private university in Bangladesh. A semi-structured questionnaire was designed to categorize different reasons of academic probation like various academic concerns, personal concerns, study practices, preferences in learning techniques and learning materials etc. In the study, responses from a total number of 344 probation students from different semesters were collected. The results of this study revealed poor study habits and lack of seriousness in studies; weak writing and presentation skills; difficulty in understanding the English language; previous weak academic background; difficulty with test/ exam taking; wrong course or study subject selection; poor interaction with teachers; unfamiliar with grading system; irregular in class attendance and lack of academic goal setting; health problems; family problem; residential issues, too much involvement with unimportant and unnecessary activities, lack of self-motivation are the identified accusable reasons by the probation students. The findings may help the university authority to design and administer the required academic and non-academic support programs for the probation students to retain the number of dropout students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0917/a.php" alt="Hit counter" /></p>

Determining the faculty specific academic literacies needs of first year university students: a mixed methods approach

For three decades to date, South African universities have been concerned about the levels of academic readiness, also known as the articulation gap, among first time entrants to higher education. The general opinion is that we need further reliable and valid indicators of how prepared high school leavers are to cope with the demands of academic education. This has necessitated both pre- and post-admission assessments, following the administration of which foundational academic support programmes are put in place to help students bridge the articulation gap. These support programmes have included those focusing on developing academic literacies, a multifaceted competence comprising the ability to cope with the discourse demands of academic education. The purpose of these support programmes requires that a proper needs analysis be carried out if they are to have a positive impact on students’ effort to boost their ability to bridge the articulation gap. The aim of this article is to demonstrate how this needs analysis was accomplished for academic literacies through a combination of quantitative and qualitative means. It uses a sample of Law students (n=234) and students in the faculty of Economics and Management Sciences (EMS) (n=2944) at Stellenbosch University to accomplish the quantitative part, and a total of two EMS and three Law lecturer interviewees to realize the qualitative dimension. Keywords: National Benchmark Tests Project (NBTP), National Benchmark Test in Academic Literacy (NBT AL), academic literacies, teaching and learning, needs analysis

Extended Education at College in India: Advancing Equity Through the Extension of Public Academic Support Programmes for Students from the Socially and Economically Disadvantaged Groups

The paper seeks to expand our knowledge on the importance of public academic support programmes (ASPs) in higher education (HE) in India, which extend supplementary instruction with the aim to improve academic performance and support academic efforts of students from the socially and economically disadvantaged groups (SEDGs). This paper shows that students from the most disadvantaged amongst the SEDGs, that is, those residing in rural areas and women who experience multiple barriers that compound the effects of their disadvantages, have taken advantage of supplementary instruction classes. These classes have allowed HEIs to account for students’ academic needs and challenges related to their socioeconomic disadvantages, that remain unmet in regular classrooms. By targeting educational resources to students who are most disadvantaged, these programmes compensate for the absence of parental support and recognises the underlying socio-economic obstacles of students from achieving academic success at college. Given the acknowledged role of higher education in providing economic and social benefits to individuals, the paper argues that oncampus state enabled ASPs targeting students from the SEDGs make HE in India more equitable and contribute in reducing social inequalities in the wider society.

Black Students’ Experiences of Academic Support Programs during First Year at University: Case of Extended Studies

In the last three decades, historically white, liberal arts universities began to admit small numbers of black students from rural communities because apartheid policies relaxed. However, those liberal arts universities had doubts about black students’ key skills and knowledge to cope with the demands of higher education. This situation gave birth to Extended Studies Program (ESP) whereby the traditional three-year degree program was extended by a year to close this gap. This study seeks to answer the question: What are black students’ experiences and views about academic support offered to them during their first year at university? In this study both qualitative and quantitative research methods were followed, and purposive sampling was deployed. Data were generated from different sources for triangulation, namely questionnaires and interviews. Participants (N=104) were made of 43 males and 61 females. The results of the study suggest that the need for academic support is not exclusive to first-year students. Improved systematic academic support gives rise to improved student academic performance. Throughout the study, necessity, and urgency of Academic Support Programs (ASPs) is recognized. Recommendations are made suggesting that ASPs be administered throughout the undergraduate programs and not just at the first-year level of study.

한국인문사회분야 학술지원현황과 재편방향

이 논문의 목적은 인문사회분야 학술지원사업 현황을 파악하고 분석하고, 인문사회분야 학술지원사업 재편방향을 파악하고, 그리고 인문사회 분야 학술지원사업 전면개편안을 제시하는 것이다. 이 글은 인문사회분야 학술지원사업의 세부사업별 특성 및 주요성과를 비교하고 분석하였다. 연구방법으로 기존 문헌조사, 전문가 집단 간담회, 대규모 설문 조사, 해외 사례 비교 연구, 관련 연구기관과 단체와의 협의 등을 사용하였다. 연구를 통해서 인문사회분야 학술지원 개편방안을 전면적으로 새롭게 제시하였다. 첫째, 기존 사업구분에서 연구유형별(개인/공동/집단/성과 확산) 및 분야별 재편방안을 마련하였다. 둘째, 기존 주요 20개 학술지원 사업을 5개 유형 9개 사업으로 전면축소 개편한다. 셋째, 연구자지원사업을 생애주기별 학술지원으로 체계적으로 지원하고, 학문후속세대 지원을 강화하여 연구자 재생산구조를 확보한다. 넷째, 연구자집단사업을 공동연구와 SSK사업을 중심적으로 지원한다. 다섯째, 연구소지원사업은 중점연구소와 인문한국(HK/HK+)사업을 중점 지원한다. 여섯째, 연구성과확산사업: 학술저역서 지원을 강화, 직접 지원에서 네트워크형 학술문화지원으로 재편한다. 일곱째, 인문학분야와 사회과학의 소외·보호분야의 학문후속세대를 지원·육성하여 학술연구역량을 강화한다. 이러한 연구 성과를 통해 크게 세 가지 성과를 기대한다. 첫째, 인문사회분야 학술지원사업간의 중복 지원되는 부분을 조정하여 예산과 사업의 효율성 제고한다. 둘째, 인문사회분야 학술지원 예산증가에 기여하여 인문사회분야와 이공분야 간 학문불균형을 개선한다. 셋째, 인문학분야와 사회과학의 소외·보호 분야 학문후속세대를 육성하여 학문 재생산구조를 안정적으로 구축한다.

Invited Commentary: Is the Long Shadow of Childhood Disadvantage on Lifelong Health Getting Worse Over Time?

Social inequalities in health and their early-life origins have been extensively documented. Although the complex direct and intermediate mechanisms linking early-life disadvantage to later health are not yet fully understood, new findings on biological markers distinctly related with early-life experiences suggest a causal relationship. In this issue, Fuller-Rowell et al. (Am J Epidemiol. 2021:190(11):2284-2293) step back to examine the role of childhood disadvantage in the United States in different periods, observing that the relationship with later health seems to have strengthened over time. The main explanation the authors bring up has to do with increased income segregation and changes in labor market composition that limit opportunities for persons with low educational attainment. In other words, while the rich get richer, the poor get poorer, the middle class shrinks, and there are fewer interactions across different socioeconomic groups and the social ladder is blocked. Other evidence suggests that investments in children, through early education and academic support programs, could help reduce the consequences of childhood disadvantage on long-term health.

Achieving Equity: An Evaluation of a Multi-Component, Lower Division Student Success Program

The purpose of this study was to evaluate an academic support program that aims to improve persistence and graduation for lower-division students who are low income, first generation, and/or underrepresented. Students were organized in 10 academies that serve as a “school within a school” and have three main elements: a pathway of two linked general education courses that students follow, cohort-style, over four semesters; wraparound student services integrated into the classroom; and a 45-hour faculty development process. Program participants (<em>n </em>= 2,281) were compared to a matched comparison group (<em>n </em>= 2,276). Multimodal logistic regression analyses showed that program participants statistically significantly outperformed the comparison group on every outcome measure: GPA, completion of developmental coursework, persistence toward graduation, and graduation rates.

Evaluating the effectiveness of supplemental instruction using a multivariable analytic approach

Supplemental instruction (SI) is a widely implemented peer-led academic support program. Assessments of SI's effectiveness are often confounded by student ability, achievement, motivation and demographic characteristics, and frequently limited by available resources. We modelled the impact of SI attendance on the grades, pass rates and retention of over 4000 university students. Percentage grade increases of up to 10.4% were associated with a full semester of SI attendance, and largest for males, younger students and those who had not previously engaged with the program. Furthermore, pass rates were 10% higher for full attendees. Finally, full attendance was associated with a 3% and 9% increase in the probability of reenrolling the following year for students who had and had not previously engaged, respectively. These estimates were calculated controlling for measures of ability, achievement and motivation, plus several demographic factors. Our methods can be applied to evaluate any opt-in academic support program.

Harnessing Talent: A Tiered, Accelerated Leadership Model for Academic Support Programs

Harnessing Talent: A Tiered, Accelerated Leadership Model for Academic Support Programs

Mining for Untapped Talent and Overcoming Challenges to Diversity in Higher Education: Evidence for Inclusive Academic Programs

The aim of this study is to examine and explore factors that impact the successful growth of student diversity at colleges and universities in the United States of America. Special emphasis is placed on America’s five decade struggle since the 1970s to increase college access and success for underserved youth. The paper reviews select federal policies and collaborative efforts by higher education institutions to diversify the population of college students, toward realizing the potential of untapped talent. In addition, the authors review and examine statistics and trends in graduation rates for undergraduate students from First-Generation (FG), Underrepresented Minority (URM) and/or Low-Income (LI) backgrounds, and highlight programs at Predominantly White Institutions (PWI) that have demonstrated improvements in graduating URM undergraduate students. Likewise, the study describes initiatives that have attempted to address the graduation gap in higher education. Readers will have an opportunity to learn about the premier national program promoting diversity and academic achievement. The study closes with a discussion and evidence for continued national interest and attention to building successful academic enrichment, support, and achievement programs for students from diverse backgrounds.

Student experiences in an academic support program to diversify the nursing workforce

BackgroundThe current demographic of the Nursing workforce in the United States suggests a need to increase the percentage of minority nurses in practice. Diversifying the nursing workforce may change patient perceptions and improve the quality of care received by underserved patients. A college of nursing created the Nursing Endeavor Program to support first generation, low income, and/or underrepresented students from the point of acceptance in the nursing program to graduation. Nursing Endeavor students are guaranteed acceptance into the nursing major upon successful completion of these preliminary nursing courses. Despite application of some Jeffreys interventions, only 50% of Nursing Endeavor students enrolled in the preliminary nursing courses qualified to enter the major and graduated. One hundred percent of all Nursing Endeavor students who successfully transitioned into the final two years of the major had graduated. Therefore, this study focused on the efficacy of NEP interventions to support students in the first two years. ObjectivesThe aim of this study was to analyze student perspectives of the efficacy of interventions in the Nurse Endeavor Program designed to facilitate successful completion of the first two years of preliminary courses in the nursing major, which equates to a successful transition to student nurse. DesignThis study used a Qualitative Phenomenographic research design. SettingsIndividual interviews were conducted in the Principal Investigator's office in a Midwestern United States Research Universities' College of Nursing. ParticipantsEleven students who continued in the Nursing Endeavor Program to graduation, and eight former Nursing Endeavor students who withdrew from the nursing major during preliminary nursing courses. MethodsMeleis transitions theory guided the study design. Institutional Review Board approval for study 17.272, and participant consent were obtained. Face-to-face interviews were conducted in the Principal Investigator's office and were transcribed verbatim. Phenomenographic methods were used for narrative analysis. ResultsStudents reported nine interventions facilitated transition from preliminary nursing courses to the nursing major. Students reported three factors hindered transition: academic rigor, isolation, and living at home. Attendance at professional events was not mentioned. ConclusionsStudents credited Jeffreys' interventions for successful transitions. Additional factors influencing transition identified by students merit further study.