Researchers have reported that English language learners (ELLs) may be at risk of reading difficulties in thepostsecondary setting. Although some students may only require explicit content-related vocabulary instruction andsupport with comprehension strategies in order to enhance comprehension, others may benefit from targeted shortterm intervention in foundational reading skills. In this study, we examined whether a phonologically based readingintervention for undergraduate ELLs at-risk of reading difficulties would result in significant between-group differencesfor the proximal variables of decoding and sight word recognition and the distal variable of reading comprehension.This pilot quasi-experimental group design study involved 9 participants (treatment = 6/control = 3) from variousL1 backgrounds, including Chinese, Spanish, and Arabic. Effect sizes were calculated for the proximal variables usingmeasures of word attack and letter-word identification, and the distal variable based on a measure of passagecomprehension. Although a small and small-medium effect were calculated for the measures of word attack and letterword identification, respectively, no effect was found for the measure of passage comprehension. Implications relatedto intervention dosage and additional intervention components are discussed.
{"title":"Phonologically Based Reading Intervention for Undergraduate English Learners At-Risk of Reading Difficulties: A Pilot Study","authors":"Michelle Cook, Elizabeth Hughes","doi":"10.58997/5.2fa1","DOIUrl":"https://doi.org/10.58997/5.2fa1","url":null,"abstract":"Researchers have reported that English language learners (ELLs) may be at risk of reading difficulties in thepostsecondary setting. Although some students may only require explicit content-related vocabulary instruction andsupport with comprehension strategies in order to enhance comprehension, others may benefit from targeted shortterm intervention in foundational reading skills. In this study, we examined whether a phonologically based readingintervention for undergraduate ELLs at-risk of reading difficulties would result in significant between-group differencesfor the proximal variables of decoding and sight word recognition and the distal variable of reading comprehension.This pilot quasi-experimental group design study involved 9 participants (treatment = 6/control = 3) from variousL1 backgrounds, including Chinese, Spanish, and Arabic. Effect sizes were calculated for the proximal variables usingmeasures of word attack and letter-word identification, and the distal variable based on a measure of passagecomprehension. Although a small and small-medium effect were calculated for the measures of word attack and letterword identification, respectively, no effect was found for the measure of passage comprehension. Implications relatedto intervention dosage and additional intervention components are discussed.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124367141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Curtiss Stevens, is the executive dean of the ACCelerator and Strategic Initiatives at AustinCommunity College (ACC). In 2019, Curtiss was awarded the President’s Leadership ExcellenceAward and the John and Suanne Roueche Excellence Award for outstanding leadership, service, anddedication to ACC.Curtiss holds a bachelor's degree in Geography from Valparaiso University, a master's degree inGeographic Education and Research from Western Michigan University, and pursued doctoralstudies in Economic Geography at Indiana State University. He has amassed over 2 decades ofexperience in the field of higher education, serving in various capacities such as admissions andfinancial aid, student affairs, international education, academic and life skills training, grants andfundraising, curriculum, and athletics. His previous employments include positions at Valparaiso University, WesternMichigan University, Indiana University, and Purdue University. Apart from teaching Geography and Geosciences, hehas also worked as an Executive Director of a Boys & Girls Club and as a TV personality.The ACCelerator, at Austin Community College (ACC) Highland’s campus, is a 32,000-square-foot space that fostersdynamic learning. The ACCelerator features classrooms, study rooms, and numerous computer pod stations that canbe reserved by ACC faculty and staff for a variety of purposes. The ACC Highland campus serves over 8,000 students,with over 17,000 student visits to the Highland ACCelerator per year. The ACCelerator features innovative teachingand instruction, learning support services, student support services, and community engagement, which provides anengaged student-centric customer service vision.
{"title":"ACCelerator Advances Student Success Through an Innovative Learning Space at Austin Community College: An Interview with Curtiss Stevens","authors":"","doi":"10.58997/5.2jc1","DOIUrl":"https://doi.org/10.58997/5.2jc1","url":null,"abstract":"Curtiss Stevens, is the executive dean of the ACCelerator and Strategic Initiatives at AustinCommunity College (ACC). In 2019, Curtiss was awarded the President’s Leadership ExcellenceAward and the John and Suanne Roueche Excellence Award for outstanding leadership, service, anddedication to ACC.Curtiss holds a bachelor's degree in Geography from Valparaiso University, a master's degree inGeographic Education and Research from Western Michigan University, and pursued doctoralstudies in Economic Geography at Indiana State University. He has amassed over 2 decades ofexperience in the field of higher education, serving in various capacities such as admissions andfinancial aid, student affairs, international education, academic and life skills training, grants andfundraising, curriculum, and athletics. His previous employments include positions at Valparaiso University, WesternMichigan University, Indiana University, and Purdue University. Apart from teaching Geography and Geosciences, hehas also worked as an Executive Director of a Boys & Girls Club and as a TV personality.The ACCelerator, at Austin Community College (ACC) Highland’s campus, is a 32,000-square-foot space that fostersdynamic learning. The ACCelerator features classrooms, study rooms, and numerous computer pod stations that canbe reserved by ACC faculty and staff for a variety of purposes. The ACC Highland campus serves over 8,000 students,with over 17,000 student visits to the Highland ACCelerator per year. The ACCelerator features innovative teachingand instruction, learning support services, student support services, and community engagement, which provides anengaged student-centric customer service vision.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123258833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explored the perceived gains of postsecondary peer educators, specifically related to their views of learning,feelings of connection to campus, and feelings of fulfillment as a result of their roles. The peer educator in the campuslearning center is a critical but undervalued resource for student success. This is reflected in the literature, which has agap in the research related to the experience of the peer educators themselves. To address this problem, a survey wassent through public listservs to college learning assistance professionals, who then distributed it to their respective peertutors and SI leaders (N = 1217). Using three open-ended questions from the Peer Educator Experiences Survey, I analyzedresponses to generate several themes for each question. I identified five distinct themes from responses to the firstquestion, which asked participants about their views of learning. Of the five themes, “learned how/ways people learn”had the highest frequency of responses (n = 239). I discovered four themes from responses to the second question thatasked about the most rewarding aspect of their jobs. For this question, the theme of “helping/witnessing growth” wasthe most evident response (n = 326). The final question asked about participants’ connections to campus; again, fourthemes identified four distinct themes. The theme of “campus people/resources” proved to be the most populous (n =203). Institutions and learning center administrators should consider these results when recruiting, training, assessing,and requesting funds for these programs.
{"title":"The Peer Tutor and Supplemental Instruction Leader Experience: Perceived Gains in Learning, Connection to Campus, and Fulfillment","authors":"","doi":"10.58997/5.2fa2","DOIUrl":"https://doi.org/10.58997/5.2fa2","url":null,"abstract":"This study explored the perceived gains of postsecondary peer educators, specifically related to their views of learning,feelings of connection to campus, and feelings of fulfillment as a result of their roles. The peer educator in the campuslearning center is a critical but undervalued resource for student success. This is reflected in the literature, which has agap in the research related to the experience of the peer educators themselves. To address this problem, a survey wassent through public listservs to college learning assistance professionals, who then distributed it to their respective peertutors and SI leaders (N = 1217). Using three open-ended questions from the Peer Educator Experiences Survey, I analyzedresponses to generate several themes for each question. I identified five distinct themes from responses to the firstquestion, which asked participants about their views of learning. Of the five themes, “learned how/ways people learn”had the highest frequency of responses (n = 239). I discovered four themes from responses to the second question thatasked about the most rewarding aspect of their jobs. For this question, the theme of “helping/witnessing growth” wasthe most evident response (n = 326). The final question asked about participants’ connections to campus; again, fourthemes identified four distinct themes. The theme of “campus people/resources” proved to be the most populous (n =203). Institutions and learning center administrators should consider these results when recruiting, training, assessing,and requesting funds for these programs.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115425115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ashley Selva-Rodriguez, Jack Trammell, M. Minutello, Rhonda Mudry
The curvilinear relationship between academichelp-seeking and the need for assistance is wellreported (Fong et al., 2021; Karabenick & Knapp,1991). Within the help-seeking literature, the complexityof help-seeking for ethnically diverse students has beenexplained by a few studies that cite cultural differences in self-regulation in general (Fong et al., 2017).However, using a trauma-informed lens to inform thefield’s understanding of how to encourage academichelp-seeking among ethnically diverse students hasbeen largely unexplored in higher education. Byunderstanding the common factors that influence helpseeking and employing a trauma-informed approachto designing academic support services, institutionscan be better positioned to encourage adaptive helpseeking behaviors that promote student success.
学术寻求与援助需求之间的曲线关系得到了很好的报道(Fong et al.， 2021;Karabenick & Knapp,1991)。在寻求帮助的文献中，一些研究引用了自我调节的文化差异，解释了不同种族学生寻求帮助的复杂性(Fong et al.， 2017)。然而，在高等教育中，使用创伤信息的镜头来告知该领域对如何鼓励不同种族的学生寻求学术机会的理解在很大程度上尚未得到探索。通过了解影响求助的常见因素，并采用创伤知情的方法来设计学术支持服务，机构可以更好地鼓励适应性求助行为，促进学生的成功。
{"title":"Using a Trauma Informed Approach to Encourage Academic Help-Seeking Among Ethnically Diverse Students","authors":"Ashley Selva-Rodriguez, Jack Trammell, M. Minutello, Rhonda Mudry","doi":"10.58997/5.2ee1","DOIUrl":"https://doi.org/10.58997/5.2ee1","url":null,"abstract":"The curvilinear relationship between academichelp-seeking and the need for assistance is wellreported (Fong et al., 2021; Karabenick & Knapp,1991). Within the help-seeking literature, the complexityof help-seeking for ethnically diverse students has beenexplained by a few studies that cite cultural differences in self-regulation in general (Fong et al., 2017).However, using a trauma-informed lens to inform thefield’s understanding of how to encourage academichelp-seeking among ethnically diverse students hasbeen largely unexplored in higher education. Byunderstanding the common factors that influence helpseeking and employing a trauma-informed approachto designing academic support services, institutionscan be better positioned to encourage adaptive helpseeking behaviors that promote student success.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123176814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Local volunteer opportunities hold the potential for university students to develop as leaders and engaged membersof the academic community, but students taking prescribed (sometimes termed developmental education) coursesmay be overlooked as candidates for these kinds of opportunities. Taking an anti-deficit stance, university faculty maypromote student success by recruiting students from prescribed courses to participate in carefully-designed volunteerprograms. In this qualitative case study, I explored the perceptions of growth in the areas of academic engagementand leadership and the motivation to participate in future community volunteer service in student volunteers who hadpreviously been enrolled in prescribed reading courses. Three such university student volunteers reflected on theirexperience as leaders in a short-term academic outreach program for high school students. In open-ended surveyand interview responses, the university volunteers described their development of specific skills as well as changesin self-perception. Their responses indicated that they perceived the volunteer experience as effectual in all theinvestigated areas. Notably, they reported that serving as role models for youth encouraged specific academic habits.The study includes descriptions of the academic outreach program with supporting theory for its design because thecontext of the volunteer service cannot be separated from the findings. This study is a unique contribution to studentsuccess literature—there is no previous model linking students from prescribed courses with community volunteeropportunities.
{"title":"Value of Volunteer Leadership for University Students Formerly Enrolled in Prescribed Reading: An Anti-Deficit Model","authors":"Timothy S. Nelson","doi":"10.58997/5.2fa3","DOIUrl":"https://doi.org/10.58997/5.2fa3","url":null,"abstract":"Local volunteer opportunities hold the potential for university students to develop as leaders and engaged membersof the academic community, but students taking prescribed (sometimes termed developmental education) coursesmay be overlooked as candidates for these kinds of opportunities. Taking an anti-deficit stance, university faculty maypromote student success by recruiting students from prescribed courses to participate in carefully-designed volunteerprograms. In this qualitative case study, I explored the perceptions of growth in the areas of academic engagementand leadership and the motivation to participate in future community volunteer service in student volunteers who hadpreviously been enrolled in prescribed reading courses. Three such university student volunteers reflected on theirexperience as leaders in a short-term academic outreach program for high school students. In open-ended surveyand interview responses, the university volunteers described their development of specific skills as well as changesin self-perception. Their responses indicated that they perceived the volunteer experience as effectual in all theinvestigated areas. Notably, they reported that serving as role models for youth encouraged specific academic habits.The study includes descriptions of the academic outreach program with supporting theory for its design because thecontext of the volunteer service cannot be separated from the findings. This study is a unique contribution to studentsuccess literature—there is no previous model linking students from prescribed courses with community volunteeropportunities.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130215855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emily E. Virtue, Erika Lytle Lett, Grace Cheshire, Diamond S. Brown, Whitney Gregory
Though many colleges and universities claim tobe driven by missions that highlight access, equity, and student success, academic policy andpractice do not always mirror these claims. American higher education institutions are “obsessedwith smartness” (Astin, 2017), yet fail to supporteducational attainment in an equitable manner. Educational inequality has its roots in PK–12 education(Dorn, 2017; Ladson-Billings, 2007) particularly asit relates to deficit ideology. The manifestations ofdeficit ideology in higher education are most starkly seen in how students on academic warning (also referred to as academic probation) are treated bothin action and by policy. For higher education institutions to meet their missions for access, equity, andsuccess, they must address how their “systems ofsupport” perpetuate deficit thinking. As the natureof higher education and the demographics of thoseenrolled continues to change and diversify, the timeis right for higher education practitioners to interrogate and change harmful practices. We offer aframework for how institutions can build capacityfor academic support program staff to identify deficit practices that systemically perpetuate inequities,so we no longer hinder student growth and academic success.
{"title":"Supporting Students on the (Academic) Margins: An Equity-Driven Framework","authors":"Emily E. Virtue, Erika Lytle Lett, Grace Cheshire, Diamond S. Brown, Whitney Gregory","doi":"10.58997/5.2ee2","DOIUrl":"https://doi.org/10.58997/5.2ee2","url":null,"abstract":"Though many colleges and universities claim tobe driven by missions that highlight access, equity, and student success, academic policy andpractice do not always mirror these claims. American higher education institutions are “obsessedwith smartness” (Astin, 2017), yet fail to supporteducational attainment in an equitable manner. Educational inequality has its roots in PK–12 education(Dorn, 2017; Ladson-Billings, 2007) particularly asit relates to deficit ideology. The manifestations ofdeficit ideology in higher education are most starkly seen in how students on academic warning (also referred to as academic probation) are treated bothin action and by policy. For higher education institutions to meet their missions for access, equity, andsuccess, they must address how their “systems ofsupport” perpetuate deficit thinking. As the natureof higher education and the demographics of thoseenrolled continues to change and diversify, the timeis right for higher education practitioners to interrogate and change harmful practices. We offer aframework for how institutions can build capacityfor academic support program staff to identify deficit practices that systemically perpetuate inequities,so we no longer hinder student growth and academic success.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128932181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Catharina Reyes is currently a certified enrollment coach at San Antonio College in San Antonio, Texas. Catharina previously worked at Texas State University as a tutorial service coordinator at the Student Learning Assistance Center (SLAC) and worked closely with military-connected tutors and students at the Veteran Academic Success Center (VASC). During her time as tutorial service coordinator, Catharina was an instructional teaching assistant and instructor of record for the learning frameworks course designed specifically for military-connected students. Catharina received her bachelor’s degree in English and Spanish in 2016 and her master’s degree in secondary education in 2018, both from Texas State University.
Catharina Reyes目前是德克萨斯州圣安东尼奥市圣安东尼奥学院的注册教练。Catharina之前曾在德克萨斯州立大学担任学生学习援助中心(SLAC)的辅导服务协调员，并在退伍军人学术成功中心(VASC)与军方相关的导师和学生密切合作。在她担任辅导服务协调员期间，Catharina是一名教学助理和专门为与军事有关的学生设计的学习框架课程的记录讲师。Catharina于2016年获得德克萨斯州立大学英语和西班牙语学士学位，并于2018年获得中等教育硕士学位。
{"title":"Implementing a Specialized Student\u0000Success Course for Veterans and\u0000Military-Connected Students","authors":"Catharina Reyes, Jonathan Lollar","doi":"10.36896/5.1pp2","DOIUrl":"https://doi.org/10.36896/5.1pp2","url":null,"abstract":"Catharina Reyes is currently a certified enrollment coach at San Antonio College in San Antonio, Texas. Catharina previously worked at Texas State University as a tutorial service coordinator at the Student Learning Assistance Center (SLAC) and worked closely with military-connected tutors and students at the Veteran Academic Success Center (VASC). During her time as tutorial service coordinator, Catharina was an instructional teaching assistant and instructor of record for the learning frameworks course designed specifically for military-connected students. Catharina received her bachelor’s degree in English and Spanish in 2016 and her master’s degree in secondary education in 2018, both from Texas State University.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124585309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Throughout the 20th century, a limited number of scholarly oriented books and monographs were issued that should have had great influence on later theory, research, and praxis associated with the college reading and study strategies field. Yet, these works have been, at least to some extent, lost to the winds of time. The lessons that can be learned from each text are important as we move through the reform era of the first three decades of the 21st century. This manuscript is intended to provide a review of selected foundational works of the 20th century of which early-career and established scholars in the field of college reading and learning strategies should have a working knowledge.
{"title":"A Baker’s Dozen of Influential and\u0000Exemplar Pre-2000 Publications\u0000for the College Reading and Study\u0000Strategies Field","authors":"Norman A. Stahl, Sonya L. Armstrong","doi":"10.36896/5.1sc2","DOIUrl":"https://doi.org/10.36896/5.1sc2","url":null,"abstract":"Throughout the 20th century, a limited number of scholarly oriented books and monographs were issued that should have had great influence on later theory, research, and praxis associated with the college reading and study strategies field. Yet, these works have been, at least to some extent, lost to the winds of time. The lessons that can be learned from each text are important as we move through the reform era of the first three decades of the 21st century. This manuscript is intended to provide a review of selected foundational works of the 20th century of which early-career and established scholars in the field of college reading and learning strategies should have a working knowledge.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130171451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. Arendale, Danette Barber, Kelle Hutchinson, Juan Jimenez
. ABSTRACT Issues of race and marginalization do not often intersect with publications related to developmental education and learning assistance. Too often, these issues have been ignored. This guide to antiracism policies and practices for student-led study groups is based on a careful review of scholarly articles, books, existing guides, practical experiences by the authors, and feedback from the study group administrators in the field. While much has been written about culturally-sensitive pedagogies for K-16 classroom instruction, little has emerged for guiding postsecondary peer study groups regarding antiracism practices. This guide helps address this gap in the literature and recommended practices. In addition to its application for academic study groups, this guide has value for faculty members to incorporate antiracism learning activities and pedagogies into their courses. Effective learning practices are identified in this article that can be adapted and adopted for supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. This is an excerpt from a much-longer and detailed guide that will be published in the near future.
{"title":"Antiracist Activities and Policies for Student-Led Study Groups","authors":"D. Arendale, Danette Barber, Kelle Hutchinson, Juan Jimenez","doi":"10.36896/5.1sc1","DOIUrl":"https://doi.org/10.36896/5.1sc1","url":null,"abstract":". ABSTRACT Issues of race and marginalization do not often intersect with publications related to developmental education and learning assistance. Too often, these issues have been ignored. This guide to antiracism policies and practices for student-led study groups is based on a careful review of scholarly articles, books, existing guides, practical experiences by the authors, and feedback from the study group administrators in the field. While much has been written about culturally-sensitive pedagogies for K-16 classroom instruction, little has emerged for guiding postsecondary peer study groups regarding antiracism practices. This guide helps address this gap in the literature and recommended practices. In addition to its application for academic study groups, this guide has value for faculty members to incorporate antiracism learning activities and pedagogies into their courses. Effective learning practices are identified in this article that can be adapted and adopted for supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. This is an excerpt from a much-longer and detailed guide that will be published in the near future.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130528204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PhD Michelle J. Cook, PhD Elizabeth M. Hughes, Penn State Erie
Michelle J. Cook, PhD, is an assistant professor of special education at Penn State Erie, The Behrend College. Her research is primarily focused on evidence-based learning interventions for English Learners who either have disabilities or may be at risk of academic difficulty in the areas of reading and writing. Prior to her career in higher education, she was an elementary teacher in Alberta, Canada where she taught in a French immersion program. As such, Dr. Cook has extensive experience instructing students with and without special needs in a second language context. iD https://orcid.org/0000-0003-2847-3005
{"title":"Supporting Reading Comprehension\u0000for English Learners At-Risk\u0000of Reading Difficulties in the\u0000Postsecondary Classroom","authors":"PhD Michelle J. Cook, PhD Elizabeth M. Hughes, Penn State Erie","doi":"10.36896/5.1pp1","DOIUrl":"https://doi.org/10.36896/5.1pp1","url":null,"abstract":"Michelle J. Cook, PhD, is an assistant professor of special education at Penn State Erie, The Behrend College. Her research is primarily focused on evidence-based learning interventions for English Learners who either have disabilities or may be at risk of academic difficulty in the areas of reading and writing. Prior to her career in higher education, she was an elementary teacher in Alberta, Canada where she taught in a French immersion program. As such, Dr. Cook has extensive experience instructing students with and without special needs in a second language context. iD https://orcid.org/0000-0003-2847-3005","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129259301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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