Richa Pokhrel, Mursalata Muhammad, J. Jiménez, Cassandra Green, S. Felber, Chardin Claybourne, WyKeshia Atkins, D. Arendale
To create an antiracism glossary, a team of scholars from Colleagues of Color for Social Justice (CCSJ) identified and defined 48 terms relating to racism and antiracism based on careful review of existing race-related glossaries, scholarly articles, and widely-read books on the topic. This glossary of terms illustrates the daily and pervasive nature of racism that people of color experience and fills a demonstrable gap in resources of this type for college learning assistance centers and programs. The purpose is to recognize and explain terms related to attitudes, behaviors, and policies that impact people’s lives, particularly within academia. The glossary lists the terms in alphabetical order with multiple definitions from various resources and easy to understand examples drawn from personal lives, communities, and professional experiences in educational settings.
{"title":"Antiracism Glossary for Education\u0000and Life","authors":"Richa Pokhrel, Mursalata Muhammad, J. Jiménez, Cassandra Green, S. Felber, Chardin Claybourne, WyKeshia Atkins, D. Arendale","doi":"10.36896/4.1sc1","DOIUrl":"https://doi.org/10.36896/4.1sc1","url":null,"abstract":"To create an antiracism glossary, a team of scholars from Colleagues of Color for Social Justice (CCSJ) identified and defined 48 terms relating to racism and antiracism based on careful review of existing race-related glossaries, scholarly articles, and widely-read books on the topic. This glossary of terms illustrates the daily and pervasive nature of racism that people of color experience and fills a demonstrable gap in resources of this type for college learning assistance centers and programs. The purpose is to recognize and explain terms related to attitudes, behaviors, and policies that impact people’s lives, particularly within academia. The glossary lists the terms in alphabetical order with multiple definitions from various resources and easy to understand examples drawn from personal lives, communities, and professional experiences in educational settings.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"20 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":"132688327","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}
Philip Uri Treisman is a University Distinguished Teaching Professor, professor of mathematics, and professor of public affairs at The University of Texas at Austin. He is the founder and executive director of the Charles A. Dana Center, an organized research unit in the College of Natural Sciences that works to ensure that all students, regardless of their life circumstances, can access—and succeed—in rigorous mathematics and science education. Dr. Treisman is active in numerous organizations working to improve American mathematics education. He is a founder and member of the governing board of Transforming Post-Secondary Education in Mathematics (also known as TPSE-Math). He is a representative of the American Mathematical Society to the American Association for the Advancement of Science (Education, Section Q) and is a senior advisor to the Conference Board of the Mathematical Sciences Research Advisory Group. In addition, he is a member of the Roundtable on Data Science Postsecondary Education with the National Academies of Sciences, Engineering, and Medicine. Dr. Treisman has served as a Distinguished Senior Fellow at the Education Commission of the States since 2013. He is also chairman of the Strong Start to Finish Campaign (and its expert advisory board), a joint initiative of the Bill & Melinda Gates Foundation, The Kresge Foundation, and Ascendium Education Group that works nationally to ensure that all students get a strong start in their first year of college and finish with the skills they need to thrive. Treisman has served on the STEM working group of the President’s Council of Advisors on Science and Technology, the 21st-Century Commission on the Future of Community Colleges of the American Association of Community Colleges, and the Commission on Mathematics and Science Education of the Carnegie Corporation of New York and the Institute for Advanced Study. Treisman’s research and professional interests span mathematics and science education, education policy, social and developmental psychology, community service, and volunteerism.
菲利普·尤里·特雷斯曼是德克萨斯大学奥斯汀分校的杰出教学教授、数学教授和公共事务教授。他是查尔斯·a·达纳中心(Charles A. Dana Center)的创始人和执行董事。达纳中心是自然科学学院的一个有组织的研究单位，致力于确保所有学生，无论他们的生活环境如何，都能获得严格的数学和科学教育，并取得成功。特雷斯曼博士活跃于许多致力于改善美国数学教育的组织。他是转化高等教育数学(也被称为TPSE-Math)的创始人和管理委员会成员。他是美国数学学会在美国科学促进会(教育，Q部分)的代表，也是美国数学科学研究咨询小组会议委员会的高级顾问。此外，他还是美国国家科学院、工程院和医学院数据科学高等教育圆桌会议的成员。Treisman博士自2013年起担任the Education Commission of the States的杰出高级研究员。他还是“从开始到结束”运动(及其专家顾问委员会)的主席，这是比尔和梅琳达·盖茨基金会、克雷斯基基金会和腾飞教育集团联合发起的一项倡议，旨在确保所有学生在大学第一年有一个良好的开端，并在毕业时掌握发展所需的技能。Treisman曾任职于总统科学技术顾问委员会STEM工作组、美国社区学院协会21世纪社区学院未来委员会、纽约卡内基公司数学与科学教育委员会和高等研究院。Treisman的研究和专业兴趣包括数学和科学教育、教育政策、社会和发展心理学、社区服务和志愿服务。
{"title":"Dr. Uri Treisman: Five Decades of\u0000Postsecondary Innovation","authors":"","doi":"10.36896/4.1jc1","DOIUrl":"https://doi.org/10.36896/4.1jc1","url":null,"abstract":"Philip Uri Treisman is a University Distinguished Teaching Professor, professor of mathematics, and professor of public affairs at The University of Texas at Austin. He is the founder and executive director of the Charles A. Dana Center, an organized research unit in the College of Natural Sciences that works to ensure that all students, regardless of their life circumstances, can access—and succeed—in rigorous mathematics and science education. Dr. Treisman is active in numerous organizations working to improve American mathematics education. He is a founder and member of the governing board of Transforming Post-Secondary Education in Mathematics (also known as TPSE-Math). He is a representative of the American Mathematical Society to the American Association for the Advancement of Science (Education, Section Q) and is a senior advisor to the Conference Board of the Mathematical Sciences Research Advisory Group. In addition, he is a member of the Roundtable on Data Science Postsecondary Education with the National Academies of Sciences, Engineering, and Medicine. Dr. Treisman has served as a Distinguished Senior Fellow at the Education Commission of the States since 2013. He is also chairman of the Strong Start to Finish Campaign (and its expert advisory board), a joint initiative of the Bill & Melinda Gates Foundation, The Kresge Foundation, and Ascendium Education Group that works nationally to ensure that all students get a strong start in their first year of college and finish with the skills they need to thrive. Treisman has served on the STEM working group of the President’s Council of Advisors on Science and Technology, the 21st-Century Commission on the Future of Community Colleges of the American Association of Community Colleges, and the Commission on Mathematics and Science Education of the Carnegie Corporation of New York and the Institute for Advanced Study. Treisman’s research and professional interests span mathematics and science education, education policy, social and developmental psychology, community service, and volunteerism.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"528 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":"124502823","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}
In this study, self-reported survey results from the National Survey of Student Engagement (NSSE) 2017 and 2018 are examined to understand the extent to which students who were academically at-risk and academically prepared engaged in active learning versus traditional learning methods across bachelor’s, master’s, and doctoral degree-granting institutions. The NSSE Report Builder Public (2018) was utilized to create a data set from first year student responses selecting for teaching methodologies, Carnegie Institutional Categories, and student academic level as determined by course grades. Researchers used chi-square analyses to establish associations between the variables; all chi-square results were statistically significant except for one; there was no association found between students who were academically at-risk and coursework that emphasized evaluative learning activities. Next, researchers analyzed the frequencies of types of learning activities reported by students. Students who were were academically at-risk reported lower frequencies of using active learning techniques and tended to engage in study for fewer hours across all institution types. From this analysis, suggestions for improving the instruction for students who are academically at-risk include increased use of active learning teaching strategies for the various types of degree-granting institutions.
{"title":"Active Learning, Students Who\u0000Are Academically At-Risk, and\u0000Institutional Classification","authors":"","doi":"10.36896/4.1fa2","DOIUrl":"https://doi.org/10.36896/4.1fa2","url":null,"abstract":"In this study, self-reported survey results from the National Survey of Student Engagement (NSSE) 2017 and 2018 are examined to understand the extent to which students who were academically at-risk and academically prepared engaged in active learning versus traditional learning methods across bachelor’s, master’s, and doctoral degree-granting institutions. The NSSE Report Builder Public (2018) was utilized to create a data set from first year student responses selecting for teaching methodologies, Carnegie Institutional Categories, and student academic level as determined by course grades. Researchers used chi-square analyses to establish associations between the variables; all chi-square results were statistically significant except for one; there was no association found between students who were academically at-risk and coursework that emphasized evaluative learning activities. Next, researchers analyzed the frequencies of types of learning activities reported by students. Students who were were academically at-risk reported lower frequencies of using active learning techniques and tended to engage in study for fewer hours across all institution types. From this analysis, suggestions for improving the instruction for students who are academically at-risk include increased use of active learning teaching strategies for the various types of degree-granting institutions.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"1 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":"130198059","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}
Due to structural educational inequity, students who are first-generation, low-income, and certain students of color have lower graduate degree attainment compared to their peers. One national program, the Ronald E. McNair Post- Baccalaureate Achievement Program, serves students from these groups to increase the number of students from these backgrounds who enroll in graduate school and obtain a doctoral degree. This study utilized federal data to examine graduate school enrollment rates for students from this program and understand variation among programs in students enrolling in graduate school. Results indicate that program funding and length of time funded do not statistically and significantly relate to graduate enrollment rates. Additionally, the program works better to help students who were able to graduate with an undergraduate degree. The article concludes with practical implications for those in higher education and limitations of the study.
由于结构性的教育不平等，第一代、低收入家庭和某些有色人种的学生与同龄人相比，获得研究生学位的比例较低。一个国家项目，Ronald E. McNair Post- Baccalaureate Achievement program，为来自这些群体的学生提供服务，以增加来自这些背景的学生进入研究生院并获得博士学位的人数。本研究利用联邦数据来检查该项目学生的研究生院入学率，并了解不同项目学生在研究生院入学的差异。结果表明，项目资助和资助时间长度与研究生入学率没有统计学上的显著关系。此外，该项目还能更好地帮助那些能够获得本科学位的学生。文章最后提出了对高等教育工作者的现实启示和研究的局限性。
{"title":"Helping Students From the\u0000McNair Scholars Program Enroll\u0000in Graduate School: A Multilevel\u0000Modeling Examination","authors":"","doi":"10.36896/4.1fa3","DOIUrl":"https://doi.org/10.36896/4.1fa3","url":null,"abstract":"Due to structural educational inequity, students who are first-generation, low-income, and certain students of color have lower graduate degree attainment compared to their peers. One national program, the Ronald E. McNair Post- Baccalaureate Achievement Program, serves students from these groups to increase the number of students from these backgrounds who enroll in graduate school and obtain a doctoral degree. This study utilized federal data to examine graduate school enrollment rates for students from this program and understand variation among programs in students enrolling in graduate school. Results indicate that program funding and length of time funded do not statistically and significantly relate to graduate enrollment rates. Additionally, the program works better to help students who were able to graduate with an undergraduate degree. The article concludes with practical implications for those in higher education and limitations of the study.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"1 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":"127000419","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}
Using a qualitative survey research design, researchers solicited faculty input on challenges and common instructional practices applied in teaching online developmental education courses. Online was defined as 80% or more of the instruction of a course being delivered online. Participants of the study were faculty teaching developmental education courses online, primarily in 2-year colleges. They completed an online survey on faculty characteristics and various aspects of teaching online. The most frequently occurring challenges identified by field practitioners included technology issues, student engagement, time management, and basic literacy skills. The most commonly used instructional activities reported were discussion boards, multimedia, offering of feedback and synchronous sessions, and communication. Based on the findings, implications for practice are discussed, which can benefit faculty as they design and deliver online developmental education courses.
{"title":"Online Developmental Education Instruction: Challenges and Instructional Practices According to the Practitioners","authors":"","doi":"10.36896/4.1fa1","DOIUrl":"https://doi.org/10.36896/4.1fa1","url":null,"abstract":"Using a qualitative survey research design, researchers solicited faculty input on challenges and common instructional practices applied in teaching online developmental education courses. Online was defined as 80% or more of the instruction of a course being delivered online. Participants of the study were faculty teaching developmental education courses online, primarily in 2-year colleges. They completed an online survey on faculty characteristics and various aspects of teaching online. The most frequently occurring challenges identified by field practitioners included technology issues, student engagement, time management, and basic literacy skills. The most commonly used instructional activities reported were discussion boards, multimedia, offering of feedback and synchronous sessions, and communication. Based on the findings, implications for practice are discussed, which can benefit faculty as they design and deliver online developmental education courses.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"1 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":"130296048","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":"Journal of College Academic Support Programs","authors":"","doi":"10.36896/4.1","DOIUrl":"https://doi.org/10.36896/4.1","url":null,"abstract":"","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"12 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":"128724037","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}
Recognition of the interconnectedness of the reading and writing processes is not a new concept. Indeed, the developmental nature of reading and writing is shown to have evolved over time (Nelson & Calfee, 1998) and has been the focus of empirical research grounded on three basic theoretical models: shared cognition (two buckets drawing water from a common well), sociocognitive (envisioned as a conversation), and combined-use model (tools that can be used together to build something) (Shanahan, 2016). I am particularly intrigued by the sociocognitive model of reading and writing as a conversation as both mirror closely the spirit of Rosenblatt’s (2013) transactional view of the relationship among the text, the reader, and the author. The theory Rosenblatt promoted requires a paradigm shift that problematizes the dualistic notion of subjectobject, individual-social, and stimulus-response that are insufficient to represent the recursive, “one process” that the knower, the knowing, and the known enact, each conditioning the other in linguistic activities (pp. 926–927). For example, when a student transacts with a text, they draw from linguistic and experiential knowledge bases (reservoirs) to derive an interpretation. Difficulties can arise when knowledge bases are inadequate to form a clear understanding of a text, yet working through the difficulties results in structuring new meaning. The work involved in the struggle is generative (Bartholemae & Petrosky, 1986). Rather than an interaction that may close off the opportunity for students to build new knowledge, ‘“meaning’ happens during the transaction” (p. 929). Rosenblatt and others (i.e., Bakhtin, 1981; Gadamer, 1975; Iser, 1978) provided sound theories to justify designing fully integrated reading and writing (IRW) courses. To clarify, fully integrated as I use it here is distinct in that it references Rosenblatt’s notion of the similar processes that reading and writing share as well as the ideal instruction in which neither reading nor writing are privileged in service to the other but are considered interconnected literacy practices in a dialogically centered classroom. Such instruction, however, is another matter.
{"title":"Leaning Into\u0000Difficulty: A Way of\u0000Building Knowledge\u0000in a Developmental\u0000Reading and Writing\u0000Course","authors":"","doi":"10.36896/4.1pp1","DOIUrl":"https://doi.org/10.36896/4.1pp1","url":null,"abstract":"Recognition of the interconnectedness of the reading and writing processes is not a new concept. Indeed, the developmental nature of reading and writing is shown to have evolved over time (Nelson & Calfee, 1998) and has been the focus of empirical research grounded on three basic theoretical models: shared cognition (two buckets drawing water from a common well), sociocognitive (envisioned as a conversation), and combined-use model (tools that can be used together to build something) (Shanahan, 2016). I am particularly intrigued by the sociocognitive model of reading and writing as a conversation as both mirror closely the spirit of Rosenblatt’s (2013) transactional view of the relationship among the text, the reader, and the author. The theory Rosenblatt promoted requires a paradigm shift that problematizes the dualistic notion of subjectobject, individual-social, and stimulus-response that are insufficient to represent the recursive, “one process” that the knower, the knowing, and the known enact, each conditioning the other in linguistic activities (pp. 926–927). For example, when a student transacts with a text, they draw from linguistic and experiential knowledge bases (reservoirs) to derive an interpretation. Difficulties can arise when knowledge bases are inadequate to form a clear understanding of a text, yet working through the difficulties results in structuring new meaning. The work involved in the struggle is generative (Bartholemae & Petrosky, 1986). Rather than an interaction that may close off the opportunity for students to build new knowledge, ‘“meaning’ happens during the transaction” (p. 929). Rosenblatt and others (i.e., Bakhtin, 1981; Gadamer, 1975; Iser, 1978) provided sound theories to justify designing fully integrated reading and writing (IRW) courses. To clarify, fully integrated as I use it here is distinct in that it references Rosenblatt’s notion of the similar processes that reading and writing share as well as the ideal instruction in which neither reading nor writing are privileged in service to the other but are considered interconnected literacy practices in a dialogically centered classroom. Such instruction, however, is another matter.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"125 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":"116077568","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}
In his seminal book, Toward Excellence with Equity: An Emerging Vision for Closing the Achievement Gap, Ferguson (2008) persuasively argued that the achievement gap between students from different racial groups is not the result of a difference in ability, attitudes or work ethic between groups, but rather a difference in the academic skills acquired. Often, we in the academic community use the term educational equity when referring to closing the achievement gap between different groups of students, such as majority versus minoritized, lower socioeconomic versus higher socioeconomic, or students from well-resourced versus under-resourced schools (Harris & Herrington, 2006). I have recently begun using a parallel term, metacognitive equity, to describe closing the gap between students who use metacognition (effective thinking and learning strategies) and those who do not. I posit that it is the gap in metacognitive strategies that contributes most to the persistent achievement gap and that all students must be taught how to learn.
{"title":"Close the Metacognitive\u0000Equity Gap: Teach All\u0000Students How to Learn","authors":"Dr. Saundra Y. McGuire","doi":"10.36896/4.1ep1","DOIUrl":"https://doi.org/10.36896/4.1ep1","url":null,"abstract":"In his seminal book, Toward Excellence with Equity: An Emerging Vision for Closing the Achievement Gap, Ferguson (2008) persuasively argued that the achievement gap between students from different racial groups is not the result of a difference in ability, attitudes or work ethic between groups, but rather a difference in the academic skills acquired. Often, we in the academic community use the term educational equity when referring to closing the achievement gap between different groups of students, such as majority versus minoritized, lower socioeconomic versus higher socioeconomic, or students from well-resourced versus under-resourced schools (Harris & Herrington, 2006). I have recently begun using a parallel term, metacognitive equity, to describe closing the gap between students who use metacognition (effective thinking and learning strategies) and those who do not. I posit that it is the gap in metacognitive strategies that contributes most to the persistent achievement gap and that all students must be taught how to learn.","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"8 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":"121667183","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}
Despite their better-than-average preparation, former dual credit and advanced placement students have placed into developmental education upon entering higher education. In this phenomenological study, six students were randomly selected to be interviewed from a group of 562 who placed into developmental education at one Texas university during a 6-year time frame, Fall 2009 through Summer 2015. Six themes, Utility of Developmental Class, Test Taking, Self- Awareness, Obstacles, Emotions, and Academics, and 20 sub-themes emerged from the interview data. The thoughts expressed by the students in this study suggest that developmental placement was a disorienting experience for many of them. Perhaps this was due to their newly acknowledged underpreparedness that necessitated they develop habits and skills more conducive to the college environment. Regardless of the source, in the end the students acknowledged various forms of personal growth as a result of the developmental course experience. Keywords: developmental education, dual credit, advanced placement, developmental student perception
{"title":"Dual Credit and Advanced Placement Students in Developmental Education: What Happened?","authors":"","doi":"10.36896/3.2fa1","DOIUrl":"https://doi.org/10.36896/3.2fa1","url":null,"abstract":"Despite their better-than-average preparation, former dual credit and advanced placement students have placed into developmental education upon entering higher education. In this phenomenological study, six students were randomly selected to be interviewed from a group of 562 who placed into developmental education at one Texas university during a 6-year time frame, Fall 2009 through Summer 2015. Six themes, Utility of Developmental Class, Test Taking, Self- Awareness, Obstacles, Emotions, and Academics, and 20 sub-themes emerged from the interview data. The thoughts expressed by the students in this study suggest that developmental placement was a disorienting experience for many of them. Perhaps this was due to their newly acknowledged underpreparedness that necessitated they develop habits and skills more conducive to the college environment. Regardless of the source, in the end the students acknowledged various forms of personal growth as a result of the developmental course experience.\u0000\u0000Keywords: developmental education, dual credit, advanced placement, developmental student perception","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125824201","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 investigated the predicted outcome value of electronic communication from the viewpoint of developmental mathematics students. Students at a large Texas community college completed a combination of instruments that were administered in three prior studies. Three reasons for using electronic communication that were included in this study were procedural/clarification, personal/social, and efficiency. Results indicated that (a) student-initiated electronic communications conversations were correlated with students’ predicted outcome value of electronic communications; (b) instructor immediacy behaviors via electronic measures was correlated with students’ reasons for electronic communication; (c) instructor immediacy of electronic communication and the reasons for communicating explained 34.3% of the variance in students’ predicted outcome value of electronic communication; (d) procedural/clarification reasons was the largest predictor of predicted outcome value; and (e) the β weight and structure coefficient suggested that personal/social reasons was a possible suppressor. Keywords: developmental mathematics, electronic communication, predicted outcome value, regression, suppressor variable
{"title":"Developmental Mathematics: Students’ Predicted Outcome Value of Electronic Communication","authors":"","doi":"10.36896/3.2fa2","DOIUrl":"https://doi.org/10.36896/3.2fa2","url":null,"abstract":"This study investigated the predicted outcome value of electronic communication from the viewpoint of developmental mathematics students. Students at a large Texas community college completed a combination of instruments that were administered in three prior studies. Three reasons for using electronic communication that were included in this study were procedural/clarification, personal/social, and efficiency. Results indicated that (a) student-initiated electronic communications conversations were correlated with students’ predicted outcome value of electronic communications;\u0000(b) instructor immediacy behaviors via electronic measures was correlated with students’ reasons for electronic communication; (c) instructor immediacy of electronic communication and the reasons for communicating explained 34.3% of the variance in students’ predicted outcome value of electronic communication; (d) procedural/clarification reasons was the largest predictor of predicted outcome value; and (e) the β weight and structure coefficient suggested that personal/social reasons was a possible suppressor.\u0000\u0000Keywords: developmental mathematics, electronic communication, predicted outcome value, regression, suppressor variable","PeriodicalId":254667,"journal":{"name":"Journal of College Academic Support Programs","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121749083","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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