SOARing to New Heights with Underprepared Students. Student Opportunities for Achievement and Resources (SOAR) Institute, a comprehensive program that includes intensive mandatory advising, comprehensive tutoring services, and changes in developmental curricula and course offerings, has resulted in higher persistence rates and higher pass rates in both developmental courses and subsequent college-level coursework, expanded tutoring, and intensive individual advising/mentoring services for developmental students.
Cook, Annette G. NADE Digest, Fall 2016.
Everyone is Responsible for Everything: Corequisites and the First-Year Seminar. Following state legislation mandating corequisite support in lieu of remedial prerequisites for underprepared students, this article tells the story of a specific corequisite program piloted in South Texas. Our model transformed certain sections of our institution's first-year seminar into corequisite courses, which were paired with required gateway classes. We argue, this model helped to extend existing networks of student support beyond classrooms and beyond advising.
Pittendrigh, Nadya, Camarillo, Eric Thurmond, Sara, Journal of College Academic Support Programs, 2020.
Supporting Students Through Peer Mentoring in Developmental Mathematics. [TexShare Login Required] In this paper we describe our experience in developing, implementing, and evaluating a peer mentoring program for developmental mathematics students at a large research university that focused on both academic and psychosocial support. We give a summary of the success and persistence rates of students in the program, compare them to nonmentored students, and discuss the results of an assessment of the project that includes student feedback and lessons learned.
Deshler, Jessica; Fuller, Edgar; Darrah, Marjorie, Learning Assistance Review, 2019.
THE OPEN ACCESS DILEMMA: HOW CAN COMMUNITY COLLEGES BETTER SERVE UNDERPREPARED STUDENTS? [TexShare Login Required] The article focuses on community colleges to serve underprepared students for college-level work and with their commitment to open access and decrease in state funding and widespread tuition increases. It mentions outcomes-based funding is putting pressure on public colleges and increase in community college enrollment. It also mentions political opposition with the college-and career-ready Common Core State Standards.
PRATT, T. Education Next, 2017.
PROMOTING PERSISTENCE THROUGH COMPREHENSIVE STUDENT SUPPORTS. JFF developed this paper to support the colleges we work with through Accelerating Opportunity, as well as other institutions in search of strategies to enhance their capacity to provide comprehensive supports. The goal of this paper is to provide clarity on what it means to provide comprehensive support services, share what research says about effective practice, and provide some examples of cost-effective strategies that colleges are using to provide this high level of support. We focus on the barriers faced by underprepared learners, the types of supports they need, and the challenges to providing comprehensive supports. We then explore promising strategies and provide two examples of colleges that have developed effective approaches to providing supports. Finally, we offer recommendations for improving the quality and availability of supports for underprepared learners.
Rachel Pleasants McDonnell and Lisa Soricone, with Monique Sheet. 2014.
Scaling Change: Expanding Student Support Services. Transformative Change Initiative has identified seven guiding principles to support the scaling of transformative change. These principles are not intended to dictate action, but rather, enable informed decision making about change. They reflect theory about scaling and sustainability, and they also reflect the input of practitioners and partners who are actively implementing change
MoHealthWINs Transformative Change Initiative, 2016.
The Importance of Support Networks for At-Promise Students. This article explores the role of an educational opportunity program and its efforts to support student success.
Melissa Cheese, James Vines, Journal of Research Initiatives, 2017.
"These People Just Keep Trying to Help Me"--Supporting Students to Succeed in College and Career Pathways. This brief highlights strategies for developing comprehensive supports to increase college and career success for underprepared youth and adults.
Jobs For the Future, June 2015.
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. 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
