Academic Support Programs Research Articles

Supporting Students with Histories of Trauma in Libraries: A Collaboration of Accessibility and Library Services

This paper explores methods for building relevant, accessible academic services in the context of a liberal arts college with a growing population of students with psychological disabilities. This work is situated in a learning commons, where academic-support programs, including accessibility services and library services, work collaboratively with a shared goal of getting students to access support earlier and more often in their college careers. The college is home to many students who identify as holding marginalized identities, including those who are LGBTQ+, disabled, students of color, and/or international students, and are thus particularly susceptible to discrimination (Roberts et al. 2010; Seng et al. 2012; Ellis, n.d.; Harrell 2017; Coulter and Rankin 2017; Polaris, n.d.; Proctor, Semega, and Kollar 2016). In consultations with staff, students often name past academic experience as an underlying cause for academic struggle. Exploring this connection, staff observed that histories of trauma and marginalization can make it difficult for students to trust staff and have positive academic experiences. Through action research, the authors developed methods to better support students, including those with histories of trauma. The authors share their methods and suggestions to support readers interested in bringing this work into their communities.

Evaluating sociocultural influences affecting participation and understanding of academic support services and programs (SSPs): Impacts on notions of attrition, retention, and success in higher education

While no major change in relation to student attrition and retention data has been recorded over the past 20 years, the increasingly neoliberal agenda imposed on Australian higher education institutions has led to increased scrutiny around such data. In this case study, we explore discourses of attrition and retention to understand better the unique needs of students, and influences of targeted student support programs, as they transition to a regional higher education learning environment. We applied a mixed methods approach via a poststructuralist lens to identify frequency of nodes in relation to dimensions of the Kahu’s conceptual framework of engagement, antecedents and consequences model and present staff ( n=6) and student ( n=7) perceptions about the tangible value of knowledge, engagement, participation, and reportable outcomes of student support programs. Our findings indicate that staff tend to view student support programs from deficit discourses, whereas students view them as empowering.

Supporting collegiate foster youth and alumni: A mixed-method planning approach for higher education

Despite the proliferation, of on-campus academic support programs for foster youth and alumni (e.g., those formerly in foster care), few conceptual frameworks for developing these programs exist. This study employed Group Concept Mapping (GCM) methodology to delineate a conceptual framework, from the perspective of foster youth and alumni (N = 51), for the development of on-campus support initiatives. GCM is an integrated mixed-method research method that uses non-metric multidimensional scaling and hierarchical cluster analyses, to analyze qualitative data (e.g., statement form) collected during brainstorming sessions. This research was guided by two separate queries: (1) How do foster youth/alumni conceptualize support programs to support foster youth/alumni through to degree completion; and, (2) Is there a difference in priority areas of this conceptualization between current college students, and those who have dropped out of college within the last 18 months? Analyses revealed that participants conceptualized on-campus support programs via an eight-cluster solution, including Campus Awareness, Advocacy, Data Tracking, Pre-College Supports, Fostering Family Connections, Academic Financing, Campus Life, and Peer/Mentor Supports clusters. Additionally, analyses revealed significant priority ratings between areas of this conceptualization. In terms of Importance to academic success, current students rated statements in the Academic Financing and Peer/Mentor Supports clusters significantly lower than did non-students. For Feasibility, current students viewed statements in the Data Tracking, Campus Life, and Peer/Mentor Supports clusters as significantly more feasible than non-students. Pragmatic implications derived from these findings include fostering inclusive campus environments for foster youth/alumni and advocacy undertakings by institutions, on behalf of this population.

An examination of division I athletic-academic support services facilities and staffing

ABSTRACTThis study examined athlete academic support services in NCAA Division I schools across three broad areas: 1) program scope and budget, 2) program leadership and staffing, and 3) program facilities and equipment. A secondary purpose was to examine differences in these programs and facilities based upon football status amongst three categories including Football Bowl Subdivision (FBS), Football Championship Subdivision (FCS), and non-football Division I schools (NFS). A 48-item survey was developed with expert input to explore academic support programs and facilities. A total of 100 academic support program directors completed the online survey, including 29 FBS, 36 FCS, and 35 NFS institutions dispersed among 31 athletic conferences. Descriptive data for the Division I schools for 21 key variables were determined for the whole sample. Additional ANOVA results identified 18 areas of significant difference based upon football classification regarding athletic-academic support facilities and their leadership, staffing, budget, and facilities.

Access, Participation and Success: The Tri-Dimensional Conundrum of Academic Outcomes in a South African TVET College

Abstract This study sought to unravel academic factors which influence access, participation and success in a South African technical, vocational, education and training (TVET) college. The research questions which guided this research paper were as follows: What are students’ experiences of access, participation and success in the context of one South African TVET college? How do students navigate the contextual dynamics that affect access, participation and success? A qualitative research design was used to investigate academic factors which impede or promote access, participation and success in the TVET College. An interview schedule was used to generate data which would highlight the participants’ experiences of access, participation and success in the TVET College. An analysis of the reasons why students experience challenges in their academic performance in the college revealed that the under-preparedness of students for the TVET curriculum, the language of instruction, academic support programmes in the college, provision of educational resources assessment approaches had negative and/or positive influences on access, participation and success in the TVET college.

Prescriptive vs. Developmental: Academic Advising at a Historically Black University in South Carolina

Many academic support programs promote the academic success of first-year students, and research has shown the importance of effective academic advising to first-year student retention. Among the numerous approaches to academic advising, the strategy used by advisors at historically Black colleges and universities (HBCUs) remains relatively unknown. This quantitative study is based on the most prevalent academic advising approach used at a HBCU in South Carolina. A well-documented survey was administered to 77 first-year students attending this institution to measure their experiences with prescriptive and developmental advising and their satisfaction with these advising approaches. The results showed that the most prevalent advising approach was developmental advising, and students were satisfied with aspects of both strategies.

Assessment of Public Schools’ Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation

Using the participants-oriented approach, this study evaluated public schools’ out-of-school time academic support programs, corresponding to the corrective/enrichment stage of Bloom’s Mastery Learning Model and offered outside formal education’s weekday hours and on weekends. Study participants included 50 principals, 110 teachers, 170 students attending programs, 110 students not attending programs, and 61 parents, all selected through random sampling in a survey-model study in Istanbul, Turkey. Partial findings were the following. According to principals and teachers, programs were sufficiently introduced to target groups. Satisfaction of attending students with the teaching—learning process was sufficient, and students believed program participation increased their success in regular classes. However, program functioning presented some problems. Administrators and teachers think the no-cost programs resulted in lack of interest among students. In addition, problems of materials and transportation have not been completely solved. Similarly, offered classes and lessons’ content organization fall short of expectations. In conclusion, out-of-school time academic support programs play important roles in reducing differences among learning levels based on individual characteristics in collective or formal learning. Still, student needs should be fulfilled, and programs should be maintained. Further studies should be conducted on these programs’ integration into formal education.

Academically Supporting STEM Students From a Distance Through Videoconferencing: Lessons Learned

ABSTRACTStudent demand for distance learning, changing student demographics, and low retention compel institutions of higher education to develop alternative forms of academic support that can effectively serve the increasingly diverse needs of students. Videoconferencing provides institutions with the capacity to provide interactive real - time academic support that can successfully accommodate these needs. This article discusses the technical, pedagogical, staffing, training, and marketing factors that were important in the development and management of an online academic support program delivered synchronously through videoconferencing to students in high-risk Science, Technology, Engineering, and Mathematics (STEM) courses. The factors emerged from a mixed-method study that showed the efficacy of the online academic support program and identified influences that affected student adoption of academic support through videoconferencing.

Academic Support at the University of KwaZulu-Natal: A Systematic Review of Peer-Reviewed Journal Articles, 2010–2015

The aim of this systematic review was to examine research studies which focus on effective student support practices and show evidence of credible assessment. To identify effective student support practices, and also to provide a contemporary picture of effective support practices at the University of KwaZulu-Natal, 24 studies which met the inclusion criteria were reviewed and analysed in terms of: (i) aims, (ii) main participants, (iii) methodology used and (iv) the main outcomes emerging. The findings from the review indicate that there is a diversity of available evidence, ranging from assessment of peer support programmes, alternative access programmes to curriculum-based interventions. However, most of these studies are cross-sectional qualitative studies, which also draw from relatively small samples. This suggests that more large-scale studies are needed in the field in order to provide greater insight into effective student support practices. In addition, research which examines academic support programmes over long periods of time while also controlling for programme effects is recommended.

Risk factors associated with academic difficulty in an Australian regionally located medical school

BackgroundDespite the highly selective admission processes utilised by medical schools, a significant cohort of medical students still face academic difficulties and are at a higher risk of delayed graduation or outright dismissal.MethodsThis study used survival analysis to identify the non-academic and academic risk factors (and their relative risks) associated with academic difficulty at a regionally located medical school. Retrospective non-academic and academic entry data for all medical students who were enrolled at the time of the study (2009–2014) were collated and analysed. Non-academic variables included age at commencement of studies, gender, Indigenous status, origin, first in family to go to University (FIF), non-English speaking background (NESB), socio-economic status (SES) and rurality expressed as Australian Standard Geographical Classification-Remoteness Area (ASGC-RA). Academic variables included tertiary entrance exam score expressed as overall position (OP) and interview score. In addition, post-entry mid- and end-of-year summative assessment data in the first and second years of study were collated.ResultsThe results of the survival analysis indicated that FIF, Indigenous and very remote backgrounds, as well as low post-entry Year 1 (final) and Year 2 (mid-year and final) examination scores were strong risk factors associated with academic difficulty. A high proportion of the FIF students who experienced academic difficulty eventually failed and exited the medical program. Further exploratory research will be required to identify the specific needs of this group of students in order to develop appropriate and targeted academic support programs for them.ConclusionsThis study has highlighted the need for medical schools to be proactive in establishing support interventions/strategies earlier rather than later, for students experiencing academic difficulty because, the earlier such students can be flagged, the more likely they are able to obtain positive academic outcomes.

Conceptualizing on-campus support programs for collegiate foster youth and alumni: A plan for action

Increasingly, post-secondary education institutions are implementing supplemental support programs to assist foster youth and alumni (i.e., those formerly in foster care) matriculating into higher education. Despite the promise of these academic support programs in helping young people achieve their educational goals, the empirical educational research literature related to these support programs is nominal. This study employed Concept Mapping (CM) with a convenience sample of 51 foster youth/alumni in one southeastern state to explicate a conceptual framework for the development of campus supports for collegiate foster youth/alumni, and examine priority areas (e.g., importance and feasibility). CM is a mixed-method research approach that employs non-metric multidimensional scaling and hierarchical cluster analyses to analyze qualitative data. As a result, visual representations of the data are computed. The final cluster map yielded an eight cluster solution: Campus Awareness, Advocacy, Data Tracking, Pre-College Supports, Fostering Family Connections, Academic Financing, Campus Life, and Peer/Mentor Supports. Foster youth/alumni in this study perceived the Pre-College Supports cluster as most feasible, while the Advocacy cluster was rated at the least feasible. The Academic Financing cluster was rated as the most important; the Campus Life cluster was rated as the least important. After a review of pertinent literature, this paper explicates CM methodology as applied to the current study, reports results, and discusses lessons learned as they apply to child welfare research and practice.

The Moral Experiences of Children Living in Poverty: A Focused Ethnography

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>A focused ethnography was conducted in an after-school academic support program serving vulnerable populations in Montreal, Quebec, Canada. The aim of this study was to </span><span>explore the moral experiences of children living in poverty to inform on their daily experiences and moral lives. Our results highlighted that these children, who were experiencing </span><span>economic hardship and/or social isolation, faced various social barriers, such as stigmatization, family isolation, and linguistic challenges for new immigrant children. As active agents, they navigated the challenges they encountered with help from the program. </span></p></div></div></div></div>

Exploring the recruitment and training of peer facilitators in a South African University

The high failure and retention rates at universities, despite peer academic support programmes, have necessitated a critical exploration of the recruitment and training of peer facilitators. Face to face in-depth interviews and focus group discussions were used as data collection methods Twenty one participants working with different programmes and ten first year undergraduate students in the university under study were purposefully selected. The findings revealed that while the overwhelming majority of peer facilitators were recruited following laid down procedures and based on merits, a few were appointed to certify the rules of affirmative action. Also, while the training of peer facilitators at the Teaching and Learning Centre was effective, regular and undertaken by qualified consultants, those at the different departments received once-off training. The contribution of peer facilitators to students’ academic performance and retention rate cannot be overemphasised. Therefore, critical factors such as the quality and maturity of the peer facilitators, the quality of training and content were cited as key issues that needed attention if peer facilitation was to make a difference in the academic lives of students. The major recommendation, among others, is that one central body should be responsible for the recruitment and training of all peer facilitators across all the departments of the university.

Do the Demographic Differences Manifest in Motivation to Learn Science and Impact on Science Performance? Evidence from Sri Lanka

The present study examined whether gender, ethnicity, instructional medium and school category differences manifest in science performance and motivation to learn science among secondary school students in Sri Lanka. The mean of five successive term test scores was used as the measure of science performance. Level of motivation in terms of six dimensions was measured by using the Science Motivation Questionnaire. A sample of 1316 grade 11 students representing Sinhala, Tamil, and Muslim ethnic groups from the three categories of public schools, which provide instructions in the vernacular languages of Sinhala or Tamil, participated in the study. Girls showed significantly higher performance in science compared to boys, and there was a significant gender difference in the levels of motivational dimensions in favor of girls. Although Tamil medium students possessed a higher level of motivation to learn science, Sinhala medium students outperformed their Tamil medium counterparts in science performance. Significant differences in science performance between Sinhala, Tamil, and Muslim students were also observed. However, motivation towards learning science between Tamils and Muslims was not significantly different. Highly significant differences in both motivation to learn science and performance in science were found between three categories of schools. The present study provides information to education officials who have to achieve equity across gender, ethnicity, medium of instruction, and school category, teachers who deliver the subject and school principals who design academic support programs.

Academic Support Programs Utilized for Nursing Students at Risk of Academic Failure: A Review of the Literature.

The purpose of the literature review is to evaluate and discuss the various types of academic support programs used for at-risk nursing students to identify those that are most effective. Nurse educators are concerned about students admitted to nursing programs who are unable to successfully complete the program. To determine the format and efficacy of academic support programs, the literature review addressed the identification of at-risk students and academic support programs applicable to all student groups. Nurse educators need to develop and implement plans to support and retain students in order to address the impending nursing shortage. Replacing a student lost to academic failure is difficult. Although utilized in different manners, academic support programs are an effective retention strategy.

Effects of demographic factors on provision of feedback in postgraduate medical education

A key element in the process of clinical medical education is the process of providing feedback by comparing the directly observed performance of postgraduate doctors training to become specialists to that of a previously identified and communicated ‘gold standard’ and incorporating a plan for improvement. This is regarded as crucial to enhance clinical competencies. Hence, a greater understanding of the clinical educational environment and the various factors that impact on the giving and receiving of feedback within such a setting is required. A mixed methods approach was adopted for this observational study regarding the perceptions of the quality of feedback given and received at a large multicultural teaching hospital. Relationships between demographics and certain important aspects of the provision of feedback were observed which impact on the context in which feedback is given and received. The study found that appropriate strategies should be implemented to improve teaching capacity of consultants, together with gender empowerment and academic support programmes for registrars.

Address challenges of managing enrollment during a program prioritization

SAN ANTONIO, Texas — Effective enrollment management relies on academic and student support programs that appeal to prospective students and meet students' needs once they enroll. A program prioritization process can help officials determine whether the programs an institution offers are the best options and can help them budget funds to strengthen programs in ways that enhance enrollment.

Critical Consciousness and Schooling: The Impact of the Community as a Classroom Program on Academic Indicators

The present study investigates the extent to which a program guided by the principles of critical pedagogy, which seeks to develop critical consciousness, is associated with the improved academic performance of students attending a low-performance middle-school in Buffalo, New York. The students were enrolled in an in-school academic support program called the Community as Classroom, which used critical project-based learning to show students how to improve neighborhood conditions. The study found that the Community as Classroom program bolstered student engagement as reflected in improved attendance, on-time-arrival at school, and reduced suspensions. Although class grades did not improve, standardized scores, particularly in Math and Science, dramatically improved for these students from the lowest scoring categories. We suspect that given increased student engagement and dramatically improved standardized test scores, teacher bias might be the cause of no improvements in class grades. We conclude that critical pedagogy, which leads to increased critical consciousness, is a tool that can lead to improved academic performance of students. Such a pedagogy, we argue, should be more widely used in public schools, with a particular emphasis on their deployment in Community Schools.

Using quality enhancement processes to achieve sustainable development and support for sessional staff

Consistent with quality enhancement, we report on how we used a continuous improvement cycle to formalise and embed an academic development and support programme for our School’s sessional staff. Key factors in establishing and maintaining the programme included: local change agents supported initially by institutional project funding; School support for key academic and administrative roles; timely access to reports and tools from nationally-funded projects and sessional staff input. Reviewing our approach against national standards highlighted ongoing actions while collaboration with academic developers is critical for advancing our understanding and reviewing our approaches in our continuously changing context.

Evaluation of a distance learning academic support program for medical graduates during rural hospital service in India.

Christian Medical College (CMC), Vellore, India, a tertiary care hospital, designed a year-long Fellowship in Secondary Hospital Medicine (FSHM) for CMC graduates, with the aim to support them during rural service and be motivated to consider practicing in these hospitals. The FSHM was a blend of 15 paper-based distance learning modules, 3 contact sessions, community project work, and networking. This paper reports on the evaluation of the FSHM program. The curriculum development process for the FSHM reflected the six-step approach including problem identification, needs assessment, formulating objectives, selecting educational strategies, implementation, and evaluation. Telephone interviews with students were conducted to determine if the program motivated them to consider working in smaller hospitals. Qualitative data analysis showed that the program motivated the FSHM students to consider practicing in secondary hospitals by creating awareness of challenging opportunities and instilling confidence to provide good quality clinical care with limited resources. We propose rural service for MBBS graduates, supported by a blend of on-site and distance education as a model for medical education.