{"title":"Implementing Contextualization Into\u0000the Integrated Reading and Writing\u0000(IRW) Classroom: Making IRW\u0000“Worth it”","authors":"","doi":"10.36896/5.1pp4","DOIUrl":"https://doi.org/10.36896/5.1pp4","url":null,"abstract":"","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"288 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":"124245976","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}
Tamara Harper Shetron earned her PhD in Developmental Education with a concentration in literacy from Texas State University. Her passion is supporting access to lifelong learning opportunities for all people in socially valued places with their peer group and within the greater community. Her research interests include critical approaches to Inclusive Postsecondary Education (IPSE) for students with intellectual and developmental disabilities, Community Based Arts Groups that serve people with disabilities, and active and engaging instructional practices (like Tableau!). Tamara is currently employed with the Austin Community College District as Interim Director of Articulation and University Relations where she works with other institutions to help provide seamless transfer opportunities for students. iD https://orcid.org/0000-0002-6491-6902
{"title":"Using Tableau Theater in the\u0000Integrated Reading and Writing\u0000Classroom","authors":"T. Shetron, O' Kristie, Donnell Lussier","doi":"10.36896/5.1pp3","DOIUrl":"https://doi.org/10.36896/5.1pp3","url":null,"abstract":"Tamara Harper Shetron earned her PhD in Developmental Education with a concentration in literacy from Texas State University. Her passion is supporting access to lifelong learning opportunities for all people in socially valued places with their peer group and within the greater community. Her research interests include critical approaches to Inclusive Postsecondary Education (IPSE) for students with intellectual and developmental disabilities, Community Based Arts Groups that serve people with disabilities, and active and engaging instructional practices (like Tableau!). Tamara is currently employed with the Austin Community College District as Interim Director of Articulation and University Relations where she works with other institutions to help provide seamless transfer opportunities for students. iD https://orcid.org/0000-0002-6491-6902","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"42 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":"121710525","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}
{"title":"The Theoretical Alignment of Supplemental Instruction and Developmental Education: When an SI Leader Uses Adult Learning Theory to Underpin Instruction","authors":"","doi":"10.36896/4.2pp1","DOIUrl":"https://doi.org/10.36896/4.2pp1","url":null,"abstract":"","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115306485","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}
COVID-19 created unplanned, fully remote educational spaces. One California community college tutor training program augmented their tutor training practices to pivot to meet the needs of students now confronted with fully online learning. Using a mixed-methodology approach (e.g., survey and focus groups/individual interviews) over the course of one year, this program attempted to identify successes and potential gaps in providing equitable online tutoring access and to investigate possible challenges in meeting student affective needs within new, fully online tutoring spaces. Findings indicated clear gaps in student knowledge about online tutoring services, a high level of affective satisfaction with online tutoring, and a demographic mismatch between the proportion of student groups who utilized tutoring services as compared to the proportion who responded to the survey. Ultimately, it was found that tutor training programs need to continue to update training practices to meet the needs of students in a post-COVID world.
{"title":"Supporting Online Community College Students With Trained Tutors in a Post-COVID World","authors":"Mark Rostworowski Carolina Manasse","doi":"10.36896/4.2fa1","DOIUrl":"https://doi.org/10.36896/4.2fa1","url":null,"abstract":"COVID-19 created unplanned, fully remote educational spaces. One California community college tutor training program augmented their tutor training practices to pivot to meet the needs of students now confronted with fully online learning. Using a mixed-methodology approach (e.g., survey and focus groups/individual interviews) over the course of one year, this program attempted to identify successes and potential gaps in providing equitable online tutoring access and to investigate possible challenges in meeting student affective needs within new, fully online tutoring spaces. Findings indicated clear gaps in student knowledge about online tutoring services, a high level of affective satisfaction with online tutoring, and a demographic mismatch between the proportion of student groups who utilized tutoring services as compared to the proportion who responded to the survey. Ultimately, it was found that tutor training programs need to continue to update training practices to meet the needs of students in a post-COVID world.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127001457","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}
{"title":"Implicit Learning in the Developmental English Classroom: Reducing Anxiety and Improving Student Success","authors":"","doi":"10.36896/4.2pp2","DOIUrl":"https://doi.org/10.36896/4.2pp2","url":null,"abstract":"","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115792300","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}
{"title":"Exploring Culture, Acknowledging Stereotypes","authors":"","doi":"10.36896/4.2pp3","DOIUrl":"https://doi.org/10.36896/4.2pp3","url":null,"abstract":"","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130797748","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}
{"title":"Fully Scaling Up Corequisite Models in Math: Challenges and Successes","authors":"","doi":"10.36896/4.2fa2","DOIUrl":"https://doi.org/10.36896/4.2fa2","url":null,"abstract":"","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115945232","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}
{"title":"An Abbreviated History of College Academic Support Programs (CASP)","authors":"","doi":"10.36896/4.2sc1","DOIUrl":"https://doi.org/10.36896/4.2sc1","url":null,"abstract":"","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"14 S1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131746731","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}
{"title":"Celebrating 40 Years of CASP: An Interview With Carol Dochen","authors":"","doi":"10.36896/4.2jc1","DOIUrl":"https://doi.org/10.36896/4.2jc1","url":null,"abstract":"","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122695488","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}
The new normal in higher education can mean different things on varied campuses. The new normal, which occurred because of the COVID-19 pandemic, is the current atmosphere across the higher education landscape. This has meant more technology at many institutions of higher education (IHE) in numerous areas on campus. Other post-pandemic changes include a new financial reality, finding new ways to support student learning and campus community, and a new reality for many campus programs. This version of higher education looks hauntingly similar yet vastly different than the old vision of the higher education landscape. The COVID-19 pandemic caused many institutions of higher education to hit the fast forward button on implementing innovations and change. This change not only meant a move toward distance education using current methods in new ways but also activating plans for other innovation, such as streamlining paperwork, advocating for remote work, and offering traditional coursework in a new format. Campus leaders may need to redeploy human, financial, and physical capital in alignment with their new operating models (Teachers Insurance and Annuity Association of America [TIAA], 2020).
{"title":"Supporting Student\u0000Success in the New\u0000Normal","authors":"","doi":"10.36896/4.1pp2","DOIUrl":"https://doi.org/10.36896/4.1pp2","url":null,"abstract":"The new normal in higher education can mean different things on varied campuses. The new normal, which occurred because of the COVID-19 pandemic, is the current atmosphere across the higher education landscape. This has meant more technology at many institutions of higher education (IHE) in numerous areas on campus. Other post-pandemic changes include a new financial reality, finding new ways to support student learning and campus community, and a new reality for many campus programs. This version of higher education looks hauntingly similar yet vastly different than the old vision of the higher education landscape. The COVID-19 pandemic caused many institutions of higher education to hit the fast forward button on implementing innovations and change. This change not only meant a move toward distance education using current methods in new ways but also activating plans for other innovation, such as streamlining paperwork, advocating for remote work, and offering traditional coursework in a new format. Campus leaders may need to redeploy human, financial, and physical capital in alignment with their new operating models (Teachers Insurance and Annuity Association of America [TIAA], 2020).","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123831540","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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