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STUDY OF PERSONAL-SOCIAL DEVELOPMENT PROGRAMS FOR DISADVANTAGED STUDENTS IN THE COMMUNITY-JUNIOR COLLEGE
Title
A STUDY OF PERSONAL-SOCIAL DEVELOPMENT PROGRAMS FOR DISADVANTAGED STUDENTS IN THE COMMUNITY-JUNIOR COLLEGE.
Creator
CHURCH, LEROY A., Florida Atlantic University, Logsdon, James D.
Abstract/Description
Disadvantaged students often need more than remedial academic programs in order to succeed in college. They need experiences in personal-social development that engender self-understanding, self-confidence and the problem solving skills necessary for adjustment to the college setting. The purpose of this study was to determine the status of personal-social development programs for the disadvantaged at the community-junior college level throughout ·the United States. Three hundred and thirty...
Show moreDisadvantaged students often need more than remedial academic programs in order to succeed in college. They need experiences in personal-social development that engender self-understanding, self-confidence and the problem solving skills necessary for adjustment to the college setting. The purpose of this study was to determine the status of personal-social development programs for the disadvantaged at the community-junior college level throughout ·the United States. Three hundred and thirty-eight community-junior colleges, with full-time equivalent enrollments of 1,000 students or more, were contacted with a questionnaire. Eighty-three (approximately thirty-eight per cent) of the 219 colleges responding indicated that they are currently operating such programs. It appears from the findings of this study that most of these programs have developed since the 1967-68 academic year. The rate of development of new programs, however, appears to be decreasing. The major cause for this trend appears to be the additional expenses involved in providing these programs. The per capita costs were reported to average nearly seven hundred dollars. It seems apparent that when the social disturbances that spawned these programs subsided, the majority of colleges were increasingly reluctant to expend the additional resources necessary to operate such a program. The study implies that, although most of these colleges are attempting to provide a variety of personal-social development experiences, little has been done to evaluate their effectiveness in changing behavior. Personalsocial development should be measured to determine whether or not these programs are enhancing the academic achievement and adjustment of the disadvantaged students. This study provides background information from existing programs to identify the essential components of personal-social development programs. Now, evaluation of the effectiveness of these components seems necessary in order to justify the existence and expansion of these programs.
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Date Issued
1973
PURL
http://purl.flvc.org/fcla/dt/11626
Format
Document (PDF)
RESETTING THE COURSE FOR PROBATIONARY STUDENTS: A CASE STUDY OF THE ACCESS PROGRAM AT FLORIDA ATLANTIC UNIVERSITY
Title
RESETTING THE COURSE FOR PROBATIONARY STUDENTS: A CASE STUDY OF THE ACCESS PROGRAM AT FLORIDA ATLANTIC UNIVERSITY.
Creator
Coisson, Jennifer M., Bloom, Jennifer, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description
Institutions of higher education have increased their efforts to improve retention and graduation rates by developing support services and programs targeted at specific student populations. The purpose of this descriptive case study was to describe and further understand the perspectives of students and academic coaches/administrators associated with the Academic Coaching and Career Enhancement for Student Success (ACCESS) Program at Florida Atlantic University (FAU) in Boca Raton, Florida....
Show moreInstitutions of higher education have increased their efforts to improve retention and graduation rates by developing support services and programs targeted at specific student populations. The purpose of this descriptive case study was to describe and further understand the perspectives of students and academic coaches/administrators associated with the Academic Coaching and Career Enhancement for Student Success (ACCESS) Program at Florida Atlantic University (FAU) in Boca Raton, Florida. The program targets students who earned below a 2.0 grade point average (GPA) and were placed on academic probation. Data was collected through one-on-one interviews with previous ACCESS Program students and current ACCESS academic coaches/administrators. A document analysis was also conducted. The guiding research question for this study was: How useful, if at all, did participating students perceive the interventions of the ACCESS Program (e.g., meetings with an academic coach, tutoring, life skills workshops, meeting with a career advisor) in improving their academic performance (e.g., GPA) and why? The study also compared the perceptions of students to those of the ACCESS academic coaches/administrators about the interventions of the program and their usefulness. This study found that students and ACCESS academic coaches/administrators were most likely to find the academic coaching sessions to be the most useful intervention in helping students improve their academic performance and the academic workshops were found to be the least useful. Additionally, while there are elements of the program that can be improved, findings also suggest that those who had a positive overall experience in the program were more likely to perceive the program as useful because of the partnerships formed with their assigned academic coach/administrator/tutor/career counselor; the self-management skills they developed, such as accountability; and the academic and non-academic skills developed, such as improved writing and time management skills.
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Date Issued
2020
PURL
http://purl.flvc.org/fau/fd/FA00013521
Subject Headings
Academic probation, College attendance, Academic advising, College student development programs, Florida Atlantic University
Format
Document (PDF)
The effect of student participation in student success skills on the academic behaviors and key learning skills and techniques associated with college-career readiness
Title
The effect of student participation in student success skills on the academic behaviors and key learning skills and techniques associated with college-career readiness.
Creator
Kane, Michael C., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description
The purpose of the current outcome study was to determine the impact of Student Success Skills (SSS) classroom guidance lessons on the Academic Behaviors (motivation, social engagement, self-regulation) and Key Learning Skills and Techniques associated with college-career readiness (CCR) indicators for Grade 5 students (ACT, 2008a; Brigman & Webb, 2012; Conley, 2010; Robbins, Allen, Casillas, Peterson, & Le, 2006). School counselors in the treatment schools were trained in the implementation...
Show moreThe purpose of the current outcome study was to determine the impact of Student Success Skills (SSS) classroom guidance lessons on the Academic Behaviors (motivation, social engagement, self-regulation) and Key Learning Skills and Techniques associated with college-career readiness (CCR) indicators for Grade 5 students (ACT, 2008a; Brigman & Webb, 2012; Conley, 2010; Robbins, Allen, Casillas, Peterson, & Le, 2006). School counselors in the treatment schools were trained in the implementation of the SSS classroom program and subsequently taught the material to Grade 5 students. Comparison school counselors conducted business as usual. The study applied a quasi-experimental pre/post1/post2 design utilizing student self-report instruments (Student Engagement in School Success Skills Survey [SESSS], Motivated Strategies for Learning Questionnaire [MSLQ]), and a teacher survey instrument (Student Participation Questionnaire [SPQ]).
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004448, http://purl.flvc.org/fau/fd/FA00004448
Subject Headings
Achievement in education, College school cooperation, College student development programs, School improvement programs, School to work transition, Student centered learning
Format
Document (PDF)
A few of us (algunos de nosotros): a multiple case study using critical race theory to examine lived experiences of Latino/a senior student affairs officers at selected public and private two- and four-year colleges and universities
Title
A few of us (algunos de nosotros): a multiple case study using critical race theory to examine lived experiences of Latino/a senior student affairs officers at selected public and private two- and four-year colleges and universities.
Creator
Mena, Terry, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to examine the voices of Latino/a Senior Student Affairs Officers (SSAOs) in terms of described challenges in becoming a SSAO and how the intersection of race influences their lived experiences as SSAOs at selected public and private two- and four-year colleges and universities in the U.S. Latino/a SSAOs are dramatically underrepresented in American colleges and universities. The lived experiences of this unique group have been ignored in existing empirical...
Show moreThe purpose of this study was to examine the voices of Latino/a Senior Student Affairs Officers (SSAOs) in terms of described challenges in becoming a SSAO and how the intersection of race influences their lived experiences as SSAOs at selected public and private two- and four-year colleges and universities in the U.S. Latino/a SSAOs are dramatically underrepresented in American colleges and universities. The lived experiences of this unique group have been ignored in existing empirical literature. A particular focus of this research was to gain a better understanding of how Latino/a SSAOs experience and respond to what they perceive as racism, if any, and/or other forms of discrimination during this experience. The theoretical lens used in this research study was Critical Race Theory (CRT).
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004392, http://purl.flvc.org/fau/fd/FA00004392
Subject Headings
College student development programs -- Case studies, Minority college administrators -- Case studies, Racism in higher education -- Case studies, Student affairs administrators -- Case studies, Student affairs services -- Case studies
Format
Document (PDF)
Predicting Success Rate of First-Time College Students Enrolled in Developmental Mathematics Courses in an Urban Multi-Campus Community College Based on Reading Level and Order of Courses Taken
Title
Predicting Success Rate of First-Time College Students Enrolled in Developmental Mathematics Courses in an Urban Multi-Campus Community College Based on Reading Level and Order of Courses Taken.
Creator
Echenique, Marcial Luis, Kumar, David D., Florida Atlantic University
Abstract/Description
Community colleges serve as conduits for students as they make the transition between secondary school and college. Community colleges also have a unique place in the American education system as they serve a large number of non-traditional students. The open-door policy of community colleges gives students the opportunity to pursue a college education. However, not all students who enroll in community colleges are academically prepared for college-level courses. A comprehensive literature...
Show moreCommunity colleges serve as conduits for students as they make the transition between secondary school and college. Community colleges also have a unique place in the American education system as they serve a large number of non-traditional students. The open-door policy of community colleges gives students the opportunity to pursue a college education. However, not all students who enroll in community colleges are academically prepared for college-level courses. A comprehensive literature review in the areas of community college, developmental education, mathematics education, and the connection between language and mathematics was conducted. Based on the results of the literature review, this study examined a population of students who placed into all three developmental education subjects when they enrolled at the community college based on their Computerized Placement Test (CPT) scores. In the first part of the study, the researcher studied the relationship between reading level and success rate in developmental mathematics courses. In the second part, the researcher used a logistic regression model to predict success in developmental mathematics courses based on CPT scores in math, reading, and writing, as well as ethnicity, gender, age, traditional college student status, limited English proficiency, and enrollment status. Results from the study revealed that the order in which developmental reading courses and developmental mathematics courses are taken does make a difference in the success rate of students in their developmental mathematics courses. There is a significant relationship between reading level and success rate in developmental mathematics courses for students who take reading before or at the same time as mathematics. A logistics regression model with four significant variables was created to predict success in developmental mathematics courses greater than chance. This study can assist counselors in placing students in the correct developmental mathematics course when they enroll in the community college. It further gives administrators the opportunity to evaluate current placement policy in developmental mathematics courses based on the order in which the courses are taken and CPT cutoff scores. This study also proposes recommendations and further research in the area of developmental mathematics education.
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Date Issued
2007
PURL
http://purl.flvc.org/fau/fd/FA00000664
Subject Headings
Mathematics--Study and teaching--Research, Learning, Psychology of, College student development programs--United States, Community college students--Services for
Format
Document (PDF)
An Examination of African-American Male Awareness of and Application to Honors Programs
Title
An Examination of African-American Male Awareness of and Application to Honors Programs.
Creator
Balzora, Lulrick, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to examine African-American male awareness of and application to honors programs at two selected state colleges in the southeastern region of the United States. The researcher also attempted to fill a current void in the literature and to present an emergent theory for attracting African-American males to honors programs in State College settings. A disproportionate amount of research focuses on remediation and underachievement among African-American males. The...
Show moreThe purpose of this study was to examine African-American male awareness of and application to honors programs at two selected state colleges in the southeastern region of the United States. The researcher also attempted to fill a current void in the literature and to present an emergent theory for attracting African-American males to honors programs in State College settings. A disproportionate amount of research focuses on remediation and underachievement among African-American males. The lack of information on the experiences of high ability African-American males leaves many unanswered questions about how to best recruit and serve the needs of this population of students. This study focused on high achievers rather than languish over the problem of underachievers. It examined the level of awareness of gifted African-American male students regarding honors programs at the collegiate level. It also analyzed how institutional atmosphere/reputation, facilities , personal influences, and incentives affect the decision of African-American males to apply to honors. The format for this study was a mixed method design. It included quantitative analysis and qualitative analysis. To satisfy the quantitative nature of this study, IBM SPSS 21.0 was used for the purpose of data analysis via binomial tests. Furthermore, the researcher conducted four semi-structured focus groups. Qualitative data analysis procedures were used to understand and interpret the undergirding knowledge that may have played a role in the decisions made by African-American males in terms of whether or not to apply to honors programs. The study findings revealed that African-American male participants valued the atmosphere and reputation of an honors program more than facilities, personal influences, and incentives. However, awareness of this and others factors among African-American male honors applicants and honors non-applicants was often based on the personal influences in their lives. The results of this study and its emergent theory suggest that, rather than simply showcase gifted abilities, state colleges strategically place honors in a leadership role to increase the presence of persons of influence that motivate high achieving African-American males to enroll in its honors programs.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004481, http://purl.flvc.org/fau/fd/FA00004481
Subject Headings
Academic achievement -- United States, African American young men -- Education (Higher), College student development programs, Educational equalization -- United States, Minority students -- Education (Higher), Talented students -- Education (Higher), Universities and colleges -- Honors courses
Format
Document (PDF)