The Engaged Library: High-Impact Educational Practices in Academic Libraries. Joan D. Ruelle
OER Learning Framework: Effective Strategies for College Success. Heather Syrett, Laura Lucus (ACC)
Becoming a Student-Ready College
by
Boost student success by reversing your perspective on college readiness The national conversation asking "Are students college-ready?" concentrates on numerous factors that are beyond higher education's control. Becoming a Student-Ready College flips the college readiness conversation to provide a new perspective on creating institutional value and facilitating student success. Instead of focusing on student preparedness for college (or lack thereof), this book asks the more pragmatic question of what are colleges and universities doing to prepare for the students who are entering their institutions? What must change in an institution's policies, practices, and culture in order to be student-ready? Clear and concise, this book is packed with insightful discussion and practical strategies for achieving your ambitious student success goals. These ideas for redesigning practices and policies provide more than food for thought--they offer a real-world framework for real institutional change. You'll learn: How educators can acknowledge their own biases and assumptions about underserved students in order to allow for change New ways to advance student learning and success How to develop and value student assets and social capital Strategies and approaches for creating a new student-focused culture of leadership at every level To truly become student-ready, educators must make difficult decisions, face the pressures of accountability, and address their preconceived notions about student success head-on. Becoming a Student-Ready College provides a reality check based on today's higher education environment.
Getting College Ready
by
Getting College Ready: Latin@ Student Experiences of Race, Access, and Belonging at Predominantly White Universities challenges the way we conceive of college access, retention, and success for underrepresented students writ large. Specifically, through presenting an in-depth, qualitative case study on six Latin@ students transitioning to a public, predominantly White university, it examines what the institution does, or doesn't do, to meet the needs of these students. This book seamlessly combines the topics of college access and the transition to college for underrepresented students; it offers a comprehensive review of what we already know about underrepresented students in college and how they get there; it challenges some of this existing literature; and throughout, it weaves in the compelling voices and experiences of the study's focal students and staff members tasked with supporting them. This thoughtful study demands that we reconsider the ways in which we understand college access, school success, college preparation, the tenuous relationship between religious fundamentalism and public education, and conceptions of race and racism. Indeed, this work calls into question what it means to be «college ready».
Whose Goals? Whose Aspirations?
by
Ever since Horace Mann promoted state supported schooling in the 1850s, the aims of U.S. public education have been the subject of heated national debate. Whose Goals? Whose Aspirations? joins this debate by exploring clashing educational aims in a discipline-based university classroom and the consequences of these clashes for "underprepared" writers. In this close-up look at a White middle-class teacher and his ethnically diverse students, Fishman and McCarthy examine not only the role of Standard English in college writing instruction but also the underlying and highly charged issues of multiculturalism, race cognizance, and social class.
Student Success in Community Colleges
by
Student Success in Community Colleges As more and more underprepared students enroll in college, basic skills education is an increasing concern for all higher education institutions. Student Success in Community Colleges offers education leaders, administrators, faculty, and staff an essential resource for helping these students succeed and advance in college. By applying the book's self-assessment instrument, colleges can pinpoint how their current activities align with the most effective proven practices. Once the gaps are identified, community college leaders can determine the best strategic direction for improvement. Drawing on a broad knowledge base and illustrative examples from the most current literature, the authors cover organizational, administrative, and instructional practices; program components; student support services and strategies; and professional learning and development. Designed to help engage community college leadership and practitioners in addressing the practices, structures, and obstacles that enhance or impede the success of basic skills students, the book's strategies can be tailored to various institutional levels, showing how to unite faculty, staff, and administrators in a cooperative effort to effect institutional change. Finally, Student Success in Community Colleges reveals how investing in a comprehensive basic skills infrastructure can be a financially sustainable model for the institution as well as substantially beneficial to students and society. "This is a most unusual and valuable book; it is packed with careful analysis and practical suggestions for improving basic skills programs in community colleges. Compiled by a team of practicing professionals in teaching, administration, and research, it is knowledgeable about what has been done and imaginative and practical about what can be done to improve the access and success of community college students."--K. Patricia Cross, professor of higher education, emerita, University of California, Berkeley "For its first hundred years the community college was committed primarily to access; in its second hundred years the commitment has changed dramatically to success. This book provides the best road map to date on how community colleges can reach that goal."--Terry O'Banion, president emeritus, League for Innovation, and director, Community College Leadership Program, Walden University "This guide is the most comprehensive source of information about all facets of basic skills or developmental education. It will be invaluable not just to community college educators across the nation, but also to those in high schools and four-year colleges who share similar problems."--W. Norton Grubb, David Gardner Chair in Higher Education, University of California, Berkeley
Project Highlight
Project: Student Support (Re)defined
Contact: Dr. Darla Cooper, Executive Director, dcooper@rpgroup.org.
Overview
Taken from the Project overview page:
"Student Support (Re)defined (2011-2014) aimed to understand how community colleges can feasibly deliver support both inside and outside the classroom to improve success for all students, with a particular focus on African-American and Latino learners. In phone surveys and focus groups, the RP Group asked nearly 900 students from 13 California Community Colleges what supports their educational success.
Ultimately, we learned that student voices are a powerful motivator for change. The project sparked a movement across our system, with institutions using the findings to facilitate dialog about student-centered support among people, programs, and divisions. Colleges are using this student perspectives research to engage in Guided Pathways and equity planning and pursue actions designed to meaningfully strengthen student success and attainment across the institution." (Student Support (Re)defined, 2020).
Student Support (Re)defined. (2020). Overview, The RP Group. https://rpgroup.org/Student-Support-Re-defined/overview.
Community College Library Practices in Developmental Education. This qualitative study examines current community college library practices in developmental education. Based on semi-structured telephone interviews with 27 librarians across the United States, analysis of the results shows that there are librarians who proactively integrate basic library skills into developmental education and academic success courses, collaborate with developmental educators in designing library sessions and class assignments, interact with learning assistance and tutoring centers, and help reduce library anxiety and build student confidence.
Anne Roselle, JOURNAL of DEVELOPMENTAL EDUCATION, 2008.
Just-In-Time for Success: Connecting Underprepared Students to College Resources. With the goal of just-in-time resource integration in mind, ACC Library Services fashioned an inexpensive, immediate solution to meet this need using an existing product, LibGuides, which resulted in the Faculty Teaching Toolbox. The Toolbox lists the solutions ACC has to offer that may help a student pass a potential fail point so he or she can successfully complete an assignment or project.
Terry Barksdale, NISOD Innovation Abstracts, January 2016.
A Real PLUSS: An Intrusive Advising Program for Underprepared STEM Students. [TexShare Login Required] Transitioning to college is difficult for all students, but can be especially challenging for the underprepared STEM student. Many of these students are capable of completing STEM degrees if given additional support during their first-year advising sessions as well as opportunities to strengthen their foundational knowledge prior to enrolling in major-level course work. Pathways Leading to Undergraduate Success in the Sciences (PLUSS) is an intrusive advising program the University of Southern Indiana designed to provide at-risk undergraduate STEM majors with increased academic support. The PLUSS program is associated with increased retention rates.
Rodgers, K., Blunt, S., & Trible, L., NACADA Journal, 2014.
Advising Strategies that Increase the Persistence of Probationary, Underprepared, Post-traditional and Online Students. Advisors act as agents of student relationship management by building quality interpersonal relationships that improve student bonds with their institution.
Kristine Knutson and Glynis Bradfield, October 2016.
Embedded Tutoring - Triton College (IL) Embedded tutoring is a form of supplemental instruction that takes place within the classroom where academic tutors work closely with instructors to provide individualized support and targeted, early-on interventions for struggling students. Embedded Tutoring in co-requisite courses will engage students in course material, increase retention and persistence, and support students as they accelerate into college level courses through the collaborative efforts of instructors and tutors.
National Survey -- What is a Learning Center in the 21st Century? This article examines survey results from 142 colleges and universities to identify various "Learning Center" functions in higher education.
Truschel, J., & Reedy, D. L. Learning Assistance Review 2015.
Investigating Differences in Personality Traits and Academic Needs Among Prepared and Underprepared First-Year College Students. [TexShare Login Required] The article presents a study on academic needs of underprepared college students and their personality traits. Topics discussed include Academic Incentive Program (AIP) conducted by Sacred Heart University, Connecticut, College Student Needs Assessment Survey (CSNAS), and need for academic counseling and tutors for underprepared students.
Melzer, D. K., & Grant, R. M. Journal of College Student Development, 2016.
Using Narrative Career Counseling With the Underprepared College Student. Hughes. [TexShare Login Required] This article explores the characteristics of underprepared college students, examines career-related issues these students face, and reviews the literature on narrative career counseling. The life design method is applied to a case example of an underprepared college student to demonstrate how to best serve the needs of these students.
A. N., Gibbons, M. M., & Mynatt, B., Career Development Quarterly 2013
April 2020 Choosing Most Effective Peer Learning Models Peer Assisted Learning (PAL).
February 2019 Asset Based Approaches to Developmental Education OCCRL Democray's College Podcast. OCCRL More Episodes
May 2018. Designing Student Services for Student Success (Nathan Venske), Path Finder Podcast, TCCTA, Texas Success Center.
March 2019. IAC 2019 – Utilizing the Library to Reach and Teach the Underprepared Student.
2019. From Co-requisites to Pathways: Advising Best Practices. Catch the Next.
2018 Impacts of the Corequisite Model on the Academic Mindset: Pathways to Student Success. West Kentucky Community & Technical College.
