Academic Support Research Articles

How to create your own space: Montgomery College's Shinta Hernandez is embracing new challenges

In even a very short conversation with the new Dean of MC Online and Academic Support at Montgomery College, MD, it is immediately clear that Shinta Hernandez isn’t the type to consider what she can’t do.

The Language Art and Tragic Beauty of Shen Congwen’s Border Town

As Shen Congwen’s representative work, Border Town was published in the 1930s. This work has a beautiful writing style, showcases unique local customs and ideal human beauty, and occupies a unique position in the history of Chinese literature. After nearly a century, it still receives high attention from the academic community and support from readers. Its literary value can withstand the test of time. The work Border Town has rich exploratory value. This article mainly analyzes the literary value of Border Town from two aspects. On the one hand, the language art of Border Town, which is the concentrated embodiment of the author Shen Congwen’s talent and the key to touching people’s hearts in this work. This article will deeply analyze how the work constructs poetic words that touch people’s hearts from the shaping of the environment and the psychological details of the characters. On the other hand, the tragic beauty of Border Town is reflected in the tragic love story between Cuicui and Nuosong, the tragic life story of her grandfather, and the tragedy of the author’s creation not being accepted by the times. This article will explore how the work creates a lingering and tragic atmosphere from these perspectives. The research ultimately proves that Border Town is a work that transcends the times and has research and aesthetic value, worthy of repeated reading and exploration.

Educational Objectives and Student Management Methods in International High Schools in China

Much attention has been given to the challenges and complexities of international education in China. However, there are a lot of areas that have not been fully explored, especially regarding achieving the right blend of globalization and traditional education. This paper examines the development of international high school education in China the changes in educational models, the unique features of international curricula, and the effects of recent policy changes. In the study, it is also found that seemingly beneficial attempts at global citizenship and critical thinking provided by international education introduce a high level of stress originating from conflicting academic requirements and inflexible educational frameworks. Considering the results obtained, the following recommendations have been formulated to improve the situation regarding the development of international education in China. These include balancing intrinsic and extrinsic motivation for the students, strengthening their mental health and academic support services, reducing workload for students, and ensuring more time for students. If these challenges are addressed, China can equip students to fit the world that is shifting towards globalization.

Labour migration and mental health of left-behind children in Georgia: a mixed methods study

Abstract Background Global migration is on the rise, and as a result, millions of children are left in their home countries while their parents migrate abroad. Little is known about the mental health of left-behind children (LBC) in Eastern Europe. The study addresses this research gap in Georgia, a leading migrant-sending country in the region. Methods Applying convergent parallel design, this mixed methods research integrates a qualitative study with schoolteachers from six public schools in Samegrelo and Guria regions (6 focus group discussions and 6 in-depth interviews) (i); a school survey with 933 adolescents (ii) from 18 public schools, (12-18 age group, internalizing and externalizing problems assessed with Aschenbach’s “Youth Self-Report” questionnaire), and a qualitative study using life-narrative interviews with 39 adolescents (iii). We analysed qualitative data using reflexive thematic analyses and applied multiple linear regression to analyse quantitative data. Results The Quantitative and qualitative findings converge in some respects while diverging in others. Schoolteachers perceive migratory separation as a traumatizing life event, making children vulnerable to mental health issues. Similarly, schoolchildren perceive separation from parents as a stressful life event; however, they also acknowledge positive aspects of migrant labour, such as material benefits. From the perception of LBC, close family ties, friendships, school support, and optimism help with coping. This study also revealed a gender disparity, with boys exhibiting more rule-breaking behaviour and girls performing worse on most Youth Self- Reported syndrome scales. Regression analysis showed associations between adolescents’ problem behaviours and relationships with family members, friendships, and school environment. Conclusions This research found that parental migration effects on children are complex and depend on individual and transnational family characteristics. Key messages • Left-behind children may need emotional and academic support. • Strengthening family ties, supportive school environment and friendships contribute to adolescents’ coping with parental migration.

Assessing the effectiveness of Chatbots in providing personalized academic advising and support to higher education students: A narrative literature review

Assessing the effectiveness of Chatbots in providing personalized academic advising and support to higher education students: A narrative literature review

Improving Academic Promotion Success via Implementation of Targeted Preparation Strategies and Coaching Processes

Abstract Problem Academic promotion is important for faculty career development and retention in academic medicine. However, the promotion process is time consuming, with little guidance offered to ensure successful outcomes. The authors describe their institution’s standardized approach to providing clear and reliable academic promotion support and share associated outcomes. Approach An academic promotion support process, comprising 4 targeted preparation strategies and 3 coaching processes, was implemented in 2020 at Children’s Mercy Kansas City to prepare faculty to submit promotion applications. Targeted preparation strategies include communication plans, an intent to apply process, how-to guides and templates, and institutional promotion committee review. Coaching processes include structured conversations with an immediate faculty leader, an Office of Faculty Development director, and, after committee review of applications, an institutional promotion committee reviewer. Descriptive statistics and promotion outcomes were compared pre (2012–2019) and post (2020–2023) implementation. Outcomes In 2012–2019 (8 promotion cycles), prior to implementation of the academic promotion support process, 247 faculty applied for academic promotion. After implementation, in 2020–2023 (4 cycles), 196 faculty applied. From pre to post implementation, the mean volume of applications per cycle significantly increased from 31 to 49 (P = .03), and the proportion of approved promotion applications significantly increased from 89.5% (221/247) to 99.0% (194/196) (P < .001). No significant differences were observed in the proportions of applicants who were female (P = .77) or non-White (P = .51). Next Steps Creation of an institutional academic promotion support process can be effective in increasing the volume of applications and the likelihood of successful outcomes. Future research should focus on increasing the proportions of non-White faculty and female faculty who apply for promotion and analyzing longer-term outcomes for faculty who are promoted, such as progression to leadership roles.

Parental Involvement and Mental Well-Being of Chinese International Students

This research examines the impact of parental involvement during elementary school on the mental well-being of Chinese international college students. It aims to uncover how early parental support influences mental health as these students navigate the challenges of higher education abroad. The study highlights that while parental involvement can enhance academic performance, self-esteem, and social skills, its long-term effects on international students remain underexplored. By using a mixed-methods approach with data from 200 Chinese students at Johns Hopkins University and qualitative interviews, the study seeks to identify which forms of involvementsuch as direct academic support, emotional support, and extracurricular engagementare most beneficial or detrimental to mental well-being. The findings are expected to provide insights for educators, parents, and policymakers to develop culturally sensitive support systems that enhance both academic success and mental health for international students.

Enhancing Student Services at Sekolah Tinggi Manajemen Pariwisata dan Logistik Lentera Mondial: A SWOT Analysis

This study aims to analyze the student service system at the Lentera Mondial College of Tourism and Logistics Management using qualitative methods and SWOT analysis. This research identifies strengths, weaknesses, opportunities, and threats to improve student satisfaction and academic experience. Key findings include comprehensive academic support, technology integration, culturally responsive services, and alignment with industry. However, there are limitations in accessibility, communication gaps, resource constraints, and obstacles in seeking support. Recommendations include digital bridges, strengthening communications, and optimizing resource allocation to improve student services and overall satisfaction.

Internationalisation for higher education: International coordinators’ perspectives on challenges and virtual exchange

International outlook constitutes, together with teaching, research, and knowledge transfer, one of the university core missions. Spain remains as a preferred destination for outbound mobilities, which constitutes an opportunity in terms of international rankings. Vice-Rectorates are designing strategies to retain this flow of international students, as well as to promote outbound mobilities. The present piece of research is a qualitative study based on Deyo’s Qualitative Social Constructionist Inquiry (2018), a semi-structured interview. Such design was supervised by experts and approved by the Ethics Committee of Social Studies. Results address the viewpoints of 17 international coordinators of the Universidad de Castilla-La Mancha, based on four different campuses. The sample was made in terms of convenience, as it is the authors’ institution. Questions concentrate on coordinators’ understanding of the goals and needs of study abroad programmes, together with the needs of international students, their main challenges, and the role of the three communicative subcompetences of the Common European Framework of Reference for Languages on these programmes, and more specifically their connection with the Theory of Identity Development (Chickering and Reisser, 1993), to help determine the strengths and weaknesses of such mobilities. Results reveal important information in relation to both the role of international coordinator and the effects these exchanges have on the students. Considering the former aspect, the answers evinced that this job post requires more attention in terms of training, tasks specification, recognition, and assistance. Regarding the latter, the responses highlight multiple benefits derived from these exchanges; in particular, the development of personal and social abilities to be more independent to solve problems, to collaborate with other people from different backgrounds, to communicate in a foreign language, and to expand their worldview. Nonetheless, the answers also show that this experience could be further enriched by academic, social, and emotional support for the students. In this line, the study suggests a set of recommendations and seeks for alternative instances to reach the goals of international exchange, such as excellence, equity, or education innovation (European Commission, 2021) by means of virtual exchange in COIL programmes such as eTwinning.

Digital Tools in the Thesis Process: A Case Study from Sweden

The emergence of autonomous learning has revolutionized educational systems, offering new pathways to enhance higher education. Across most Swedish universities, Bachelor's and Master's theses (final projects) represent an important part of students' academic journey. Embracing technology as a tool, rather than an end in itself, has become imperative in contemporary higher education and thesis processes. Departing from traditional instructional methods, the focus has shifted towards interactive and autonomous learning, propelled or supported by digitalization. Despite the growing emphasis on autonomous learning and the benefits of technology-enhanced learning (TEL), there are concerns about the misuse of digital tools such as Generative Artificial Intelligence (GAI) in educational contexts. The scarcity of knowledge to properly use available tools would potentially affect students' academic performance and future employment prospects, which has recently caused significant concern for educational authorities, educators, and even policymakers. This study reflects on students' perceptions of using digitalization and GAI to facilitate autonomous and interactive learning to support the thesis writing process. The focus is to understand how digital natives (predominantly Gen Z) view the integration of new digital tools in autonomous learning. A case-based approach in the form of an open survey conducted during the spring semester of 2024 gathered 52 responses from students within the informatics discipline at bachelor's and master's levels in a Swedish university. Results indicate that most students used digital tools such as GAI interactively, in the thesis process, mainly for constructive learning. They indicated that learning about digital tools as part of their formal learning leads them towards effective and more structured use of the tools for brainstorming, drawing inspiration, and developing interactive learning, which simulates real-world peer interactions or teacher-student dynamics. This instructional approach equips students with the skills to responsibly use tools as academic support rather than for any other inappropriate purposes. Effective utilization of digital tools promotes autonomous learning, leading to improved quality of bachelor's and master's theses and overall academic performance in higher education. Conversely, inadequate knowledge and improper use of these tools can negatively impact students' educational outcomes.

Examining the Views of non-e-Tutoring Students on Potential Benefits and Drawbacks of Incorporating e-Tutoring into Their Learning Experience

In recent years, technology integration in education has transformed the learning environment in online institutions. One technological advancement that has gained popularity is e-tutoring which offers personalised academic support to students through online platforms. While e-tutoring has become well-known and has been adopted to promote collaborative learning, there are still students who do not use these services for various reasons. This study explored the perspectives of students who do not utilize e-tutoring services in online education settings, shedding light on their perceptions. A quantitative research approach with a descriptive design was adopted to gather and analyse data on the perspectives of non-e-tutoring students. Online questionnaires were employed as the primary data collection method, allowing for the efficient collection of data from many respondents. The data was analysed using the Statistical Package for the Social Sciences (SPSS). Ethical concepts such as informed consent, anonymity of responses and protection of respondents against harm were maintained. Findings indicate that non-e-tutoring students perceive a sense of control over their own pace of learning, suggesting a preference for self-directed learning and the ability to tailor their educational experience to their individual needs and learning styles. They also perceive a lack of clarity in the roles of e-tutors, leading to uncertainty about their responsibilities. In terms of communication, students feel overwhelmed by the volume of announcements and find repetitive information frustrating. Additionally, some students face challenges with their internet connection and associated cost, which can hinder their participation in online activities. Notably, a desire for peer interactions, teamwork, and a sense of belonging in a community highlights the importance of social aspects in online learning. This study recommends that students seek alternate support systems by contacting academics and facilitators for guidance and clarification. Developing self-directed learning skills is essential, empowering students to take charge of their learning through setting objectives, creating their study plans, and utilising resources. For higher education institutions (HEIs), it was recommended that they ensure that a variety of support services are available to cater to the needs of all students, including non-e-tutoring students.

Construction and Validation of Academic Support Scale in Middle School (ASSMS)

Research on social support in China has been relatively comprehensive as psychological development cannot be separated from the social environment. Family, teachers, and friends are the main sources of social support for middle school students. If we can fully utilize the academic support provided by families, teachers, and classmates in daily life, improve students’ personal efficacy, stimulate their learning motivation and desire, and provide corresponding emotional, resource, behavioral, and willingness support for middle school students, it will help them better enhance their learning adaptability, increase their investment in learning, and then improve their learning consciousness, ultimately promoting the enhancement of academic achievement and the development of their abilities. Therefore, based on the existing scales of social support and academic support, this study determined the academic support scale for middle school students, exploring the source of academic support from four dimensions: willingness support, resource support, emotional support, and behavioral support. Based on a literature review and questionnaire, a formal scale was formed to measure the academic support of middle school students. In total, 762 students from two middle schools in Shijiazhuang and Hengshui were selected as subjects for data analysis. Exploratory factor analysis showed that the scale was composed of four factors: willingness support, resource support, emotional support, and behavioral support, with a cumulative contribution rate of 54.15%. The factor loadings of the items ranged from 0.423 to 0.783. The indicators obtained by confirmatory factor analysis were χ2/df of 2.98, RMSEA of 0.072, GFI of 0.841, IFI of 0.902, TLI of 0.891, and CFI of 0.901. The Cronbach’s α coefficient was 0.955, the Spearman–Brown coefficient was 0.939, and the correlation coefficients between each dimension and the total scale were 0.892–0.945. The results show that the reliability and validity of the scale are within the acceptable range, in line with the standards of measurement, and can be used as a tool to measure the academic support of middle school students. This measurement can be used to evaluate the multidimensional academic support systems in middle schools and inform the development of targeted interventions to promote student success and well-being.

“Girl Power”‐ing over obstacles: Montgomery College's Shinta Hernandez is embracing new challenges as online Dean

In even a very short conversation with the new Dean of MC Online and Academic Support at Montgomery College MD, it is immediately clear that Shinta Hernandez isn’t the type to consider what she can’t do.

“Girl Power”‐ing over obstacles: Montgomery College's Shinta Hernandez is embracing new challenges as online dean

In even a very short conversation with the new Dean of MC Online and Academic Support at Montgomery College Maryland, it is immediately clear that Shinta Hernandez isn›t the type to consider what she can’t do.

Peran Status Sosial Ekonomi dan Dukungan Orang Tua terhadap Performa Akademik Peserta Didik di SMA Negeri 3 Tondano

This study aims to investigate the role of socioeconomic status and parental support on the academic performance of students at SMA Negeri 3 Tondano. In the context of education, both factors are considered crucial in determining student success. A favorable socioeconomic status often provides greater access to learning resources and educational facilities, while parental support plays an important role in building students' motivation and self-confidence. Through surveys and interviews, this research collected data from students, parents, and teachers. The results indicate that students with higher socioeconomic status tend to have better academic performance; however, emotional and academic support from parents also significantly influences learning outcomes. Therefore, this study recommends the need for policies that enhance parental support and efforts to reduce socioeconomic disparities in order to create a better learning environment for all students.

Blockchain in Education: Transforming Learning, Credentialing, and Academic Data Management

Background and Aims: Blockchain technology is critical in education for transforming learning, credentialing, and academic data management by ensuring secure, immutable, and transparent handling of academic records. This technology improves the integrity of credentials, streamlines administrative processes, and promotes personalized learning, resulting in a more dependable and efficient educational environment. This review is intended for educators, administrators, policymakers, and technologists who are interested in blockchain's potential to transform the education landscape. Methodology: The methodology for this review included a systematic approach to gathering and analyzing literature on blockchain in education. A rigorous protocol was used to screen, extract, and categorize relevant data from academic databases and supplementary sources. Thematic analysis, aided by tools such as NVivo, enabled a thorough understanding of blockchain's impact and prospects in educational settings. Results: Blockchain technology has the potential to transform the educational sector by addressing critical issues such as data security, credentialing, and administrative efficiency. Blockchain, which provides a decentralized, immutable system for managing educational records and credentials, can improve the integrity and accessibility of academic information, streamline processes, and support personalized learning experiences. Although challenges such as scalability, legal complexities, and institutional resistance persist, ongoing advancements and research are likely to pave the way for wider adoption. As educational institutions investigate and implement blockchain solutions, the technology's transformative impact on the global education system may result in a more transparent, equitable, and innovative learning environment for future generations. Conclusion: blockchain technology has the potential to revolutionize education by improving data security, credentialing, and administrative efficiency through its decentralized and immutable system. Despite current challenges, its continued development and implementation could result in a more transparent, equitable, and innovative educational environment.

Cognitive and academic outcomes in children with myelin oligodendrocyte glycoprotein antibody-associated disease.

To describe the impact of paediatric myelin oligodendrocyte glycoprotein antibody-associated disease (MOGAD) on academic and cognitive outcomes. This was an observational, retrospective, and descriptive single-centre study, carried out on a paediatric case series of children with MOGAD. A total of 51 patients were included (22 females); their median age was 8 years and the median follow-up duration was 31.1 months (interquartile range 23.5). The most frequent clinical presentation was acute disseminated encephalomyelitis (54.9%), followed by optic neuritis (35.5%). At the last follow-up, regardless of the clinical phenotype at disease onset, 39.5% of patients with MOGAD received academic and educational interventions (p < 0.05 compared to before disease onset), including academic accommodations (p < 0.05) or the need for a learning support assistant (p < 0.05). Ten patients were evaluated with the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). The overall IQ was calculated for six patients (mean = 92); two of these patients had an IQ lower than 85. No difference was found regarding prenatal and neonatal neurodevelopmental characteristics between this cohort and the general population. MOGAD was associated with a need for academic support; lower scores were found on the WISC-V. Patients with MOGAD should receive cognitive and academic assessments to inform educational planning and support academic success.

Teacher Support as Predictor of Student Engagement in College English Course in Selected HEIS in China

This study adopted quantitative method to investigate the predictive role of teacher support in student engagement in College English courses at selected universities in China. The study population consisted a sample size of 379 students and 124 teachers, and assessed the level of teacher support in terms of emotional, academic, and instrumental support, as well as behavioral, emotional, and cognitive aspects of student engagement. Through Mann-Whitney U test and multiple linear regression analysis, the study revealed the teacher-student differences in perceptions of teacher support and student engagement and also the predictive role of teacher support on student engagement, with implications for enhancing educational practices. The study revealed that both teachers and students rated teacher support positively in terms of emotional, academic, and instrumental support, with slight differences. There was no significant difference between teacher and student assessments of overall teacher support, though students rated emotional support higher. However, a significant difference was found in the assessment of student engagement, where students rated their engagement—especially emotional engagement—higher than teachers. Also, it was found that academic and instrumental support were significant predictors of student engagement, with academic support having the strongest impact. Based on these findings, a teacher support program is proposed to enhance student engagement in College English classes. The findings of this study have implications for teacher professional development in higher education. It highlights the importance of teacher support, especially academic and instrumental support, teachers towards boosting student engagement in College English class. Schools should prioritize ongoing training that helps teachers better understand and meet students’ academic and emotional needs, while also improving their ability to provide practical instrumental support. Professional development programs that strengthen and improve these areas can enhance teaching effectiveness, reduce discrepancies in student engagement perceptions, and ultimately improve student academic performance in College English classes in China.

Building employability in PASS leaders through peer-assisted study sessions (PASS) programs

PurposeThe peer-assisted study sessions program (PASS) – variously known as supplemental instruction, peer mentoring and peer-assisted learning – is regarded as a global phenomenon in academic support interventions and has well established presence in higher education. The purpose of this study was to add to the body of knowledge of how PASS may add value to the employability of the student leaders, in relation to the CareerEDGE model.Design/methodology/approachThis qualitative research was based on interviews from a sample of 18 former PASS leaders who have since obtained employment.FindingsFindings demonstrate that being a PASS leader enhanced many of their competencies as defined by CareerEDGE model, for example subject related knowledge, interpersonal skills and some generic skills. However, many of the reported competency enhancements led to unexpected future career advancement.Research limitations/implicationsThis study contributes to the body of knowledge relating to how PASS may add value to the employability of student leaders in relation to the CareerEDGE model using a sample of leaders who have already graduated and have obtained employment. Limitations of this study include: lack of generalisability of small geographically isolated sample; coding and analsysis not comparing findings from different demographic groups; only explores individual perceptions and relies on self-reported data.Practical implicationsThe results of this study have implications for the development of future PASS programs and other similar academic support interventions. Given the global prevalence of such programs in higher education institutions, this research may have wide-scale transferability. Insights from this paper will allow future PASS leaders to proactively reflect and evaluate their experience and increase their confidence in pursuing their employment opportunities.Originality/valueWhile there is much understanding on the role that PASS has in improving students grades and in improving retention rates, less is known about the value of this experience on improving student employability, and little attempt has been made in examining this within relevant employability models post-employment.

Implementation of Basketball Education Program Affecting the Personal Development of College Students in Shanghai, China

The study examined the implementation of a basketball education program and its impact on students' skills acquisition, personal development, and educational achievements. The results revealed that the program was moderately implemented across key areas such as coaching/instructional approach, skills training, personal development, and student engagement. While the program proved effective in fostering basketball-related skills acquisition, it showed weaker correlations with students' academic achievements and personal development. A positive relationship was identified between the coaching approach and skills acquisition, suggesting that structured coaching enhances students' technical abilities. However, the program demonstrated a negative correlation between coaching and academic performance, indicating that students may prioritize athletic success over educational growth. Additionally, the findings indicated that other aspects of the program, such as personal development and skills training, had no significant impact on students' broader personal growth or academic achievements. Overall, while the program successfully supports athletic growth, it requires further refinement to enhance its influence on students' educational outcomes and holistic development. The integration of academic support and a stronger focus on personal development could ensure a more balanced approach to fostering student success both on and off the court.