scholarly journals An Urban University and Its Academic Support Program: Teaching Basic Writing in the Context of an "Urban Mission"

1996 ◽  
Vol 15 (1) ◽  
pp. 39-56
Author(s):  
Carol Severino
Keyword(s):  
Academic Support ◽  
Basic Writing ◽  
Support Program ◽  
Urban Mission ◽  
Urban University

Academic Support Program for High-Risk Students

1996 ◽  
Vol 35 (7) ◽  
pp. 331-333
Author(s):  
Brenda S Parkes ◽  
Sharon M Kirkpatrick
Keyword(s):  
High Risk ◽  
Academic Support ◽  
Support Program ◽  
High Risk Students

Removing Barriers

2015 ◽  
pp. 157-174
Author(s):  
S. Michael Putman ◽  
Jerrell C. Cassady ◽  
Lawrence L. Smith ◽  
Monica L. Heller
Keyword(s):  
At Risk ◽  
Local Community ◽  
Teacher Education Program ◽  
Academic Support ◽  
At Risk Students ◽  
School Failure ◽  
Support Program ◽  
Students At Risk ◽  
Local Schools ◽  
Community Outcomes

The purpose of this chapter is to articulate the success of a partnership facilitated by a PDS relationship in serving at-risk students in a collection of schools proximal to a university in the Midwest. The authors begin by describing characteristics of community partnerships, including professional development schools, which both enable and hinder schools and stakeholders when they attempt to build innovative partnerships promoting positive school and community outcomes. They then discuss how they leveraged the resources of the local community, a teacher education program, and the local schools to develop and implement an afterschool academic support program targeting students at-risk for school failure. In addition to explaining the procedural elements that were found to be useful in breaking down traditional barriers to effective partnerships (e.g., space, finance, staff, quality curriculum support), the authors present the results of their study that demonstrate student gains in both math and reading.

scholarly journals Perceptions of Peer Tutoring at a University in Chile

2020 ◽  
Vol 12 (25) ◽  
pp. 21-38 ◽  
Author(s):  
Silvina Zapata
Keyword(s):  
Academic Achievement ◽  
Action Research ◽  
Focus Groups ◽  
Learning Outcomes ◽  
Research Study ◽  
Academic Support ◽  
Action Plan ◽  
Well Being ◽  
Support Program ◽  
Self Confidence

The purpose of this Action Research study is to explore students' perceptions of their experience in an Academic Support Program[i] (ASP) implemented in a Chilean university to align students' lack of competencies to the minimum required to be able to succeed. Focus groups were held with 21 participants who revealed that the ASP increased their self-confidence and academic achievement. However, students' level of awareness regarding the benefits of the ASP needs to be improved to promote their participation. The findings will generate an action plan to improve students' learning outcomes and well-being.   [i] Academic Support Program

scholarly journals Advising with a Strong Assessment Component Helps Students Achieve their Educational Goals

1999 ◽  
Vol 19 (2) ◽  
pp. 10-17 ◽  
Author(s):  
Jean Woodbury
Keyword(s):  
New England ◽  
Academic Support ◽  
Educational Evaluation ◽  
Support Program ◽  
Educational Goals ◽  
Learning Approach ◽  
Student Centered ◽  
Responsive Evaluation ◽  
Essential Components ◽  
Facilitated Learning

Advising is a form of teaching that is inherently student centered and works well with a facilitated learning approach. Traditional methods for educational evaluation, such as Ralph W. Tyler's goal-based evaluation, Michael Scriven's goal-free evaluation, and Robert Stake's responsive evaluation, can be employed to determine how well students are achieving their goals. Formative and summative evaluations relying on ongoing communication and campus-wide collaboration are essential components of educational evaluation in advising. This article presents guidelines for evaluation that can be used in a variety of settings and illustrates the process by examining advising in an academic support program at a small New England college.

scholarly journals Food Insecurity and Associated Demographic, Academic and Health Factors Among Undergraduate Students at a Large Urban University

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 273-273
Author(s):  
Rachel Ryan ◽  
Bridget Murphy ◽  
Andrea Deierlein ◽  
Niyati Parekh ◽  
Jessica Bihuniak
Keyword(s):  
Health Status ◽  
Food Insecurity ◽  
Undergraduate Students ◽  
Vegetable Intake ◽  
Support Program ◽  
Support Programs ◽  
Urban University ◽  
Fair Poor ◽  
Demographic Risk ◽  
Demographic Risk Factors

Abstract Objectives The estimated prevalence of food insecurity among college students is approximately 41%. In response, colleges are implementing food support programs such as campus food pantries and free meals through campus cafeterias. However, there is limited research on prevalence estimates of food insecurity on campuses that have adopted support programs, and if food insecurity on such campuses is associated with known demographic risk factors and health behaviors. The purpose of this study was to assess food insecurity and associated demographics, grade point average (GPA) and health behaviors among undergraduate students attending a 4-year urban university that has a short-term food support program. Methods Undergraduate students (≥18 years of age, NYU) were recruited via email to participate in a Qualtrics survey, which included: 1) the U.S. Household Food Security Survey Module (6-item short form), 2) the Pittsburgh Sleep Quality Index, 3) the Fruit & Vegetable Intake Screener in EATS, and 4) Beverage Questionnaire (BEVQ-15). Demographics, self-reported health status and GPA were assessed. Descriptives, t-tests, Mann-Whitney U, and chi-square analyses were conducted. Results Two hundred and fifty-seven participants completed the survey (age = 20.1 ± 2.5; 82% female; 97.3% full-time). Forty-one % were food insecure. Food insecurity was significantly associated (P < 0.05) with race, ethnicity, health status and GPA. Students who identified as black/African American or Hispanic had an increased risk of food insecurity; conversely those who identified as Asian had a decreased risk. A greater percentage of food insecure students reported a GPA of <3.0 (67 vs. 42%) and fair/poor health (31 vs. 18%). Food insecurity was not associated with fruit/vegetable intake, sugar sweetened beverage consumption, or sleep quality, with the majority of students not meeting recommendations. Conclusions Despite having an on-campus, food support program, our data suggests a high prevalence of food insecurity among students attending a large urban university. Food insecurity was associated with demographic risk-factors, lower GPA and fair/poor health status. For food support programs to be most effective, colleges should consider frequent evaluation of program awareness/accessibility. Funding Sources The Institute of Human Development and Social Change.

Removing Barriers

2016 ◽  
pp. 1062-1078
Author(s):  
S. Michael Putman ◽  
Jerrell C. Cassady ◽  
Lawrence L. Smith ◽  
Monica L. Heller
Keyword(s):  
At Risk ◽  
Local Community ◽  
Teacher Education Program ◽  
Academic Support ◽  
At Risk Students ◽  
School Failure ◽  
Support Program ◽  
Students At Risk ◽  
Local Schools ◽  
Community Outcomes

The purpose of this chapter is to articulate the success of a partnership facilitated by a PDS relationship in serving at-risk students in a collection of schools proximal to a university in the Midwest. The authors begin by describing characteristics of community partnerships, including professional development schools, which both enable and hinder schools and stakeholders when they attempt to build innovative partnerships promoting positive school and community outcomes. They then discuss how they leveraged the resources of the local community, a teacher education program, and the local schools to develop and implement an afterschool academic support program targeting students at-risk for school failure. In addition to explaining the procedural elements that were found to be useful in breaking down traditional barriers to effective partnerships (e.g., space, finance, staff, quality curriculum support), the authors present the results of their study that demonstrate student gains in both math and reading.

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