Keeping Students on Course: An Impact Study of a Student Success Course at Guilford Technical Community College

2012 ◽  
Author(s):  
Dan Cullinan ◽  
Elizabeth Zachry Rutschow ◽  
Rashida Welbeck
Keyword(s):  
Community College ◽  
Student Success ◽  
Impact Study ◽  
Student Success Course ◽  
Technical Community ◽  
Success Course ◽  
Guilford Technical Community College

scholarly journals Learning How to Learn: A Student Success Course for At Risk Students

2017 ◽  
Vol 8 (3) ◽  
Author(s):  
Elizabeth R. Bowering ◽  
Joanne Mills ◽  
Allison Merritt
Keyword(s):  
At Risk ◽  
Student Success ◽  
Learning Strategies ◽  
Study Skills ◽  
At Risk Students ◽  
Cognitive Strategies ◽  
Student Success Course ◽  
Success Course ◽  
Post Test ◽  
Premier Cycle

It is well known that university students with ineffective learning strategies and low motivation are at risk for lowered grades and stress. Given the needs of these students, Mount St. Vincent University developed the Student Success Course (SSC), a 14-week intervention that offers instruction in learning strategies, self-management, and motivation. The purpose of this study was to evaluate the effectiveness of the SSC for 100 undergraduates on academic probation. From pre- to post-test, participants reported a significant increase in cognitive strategies, study skills, and motivation as well as a significant decrease in test anxiety and procrastination (ps < .05). Over time, participants also demonstrated a significantly improved GPA (p < .0001). These results support the hypothesis that the SSC is an effective intervention, at least in the short-term, for improving learning and motivational strategies in at risk students. Il est reconnu que les étudiants d’université dont les stratégies d’apprentissage sont inefficaces et qui ont une faible motivation risquent de souffrir de stress et d’obtenir de mauvaises notes. Au vu des besoins de ces étudiants, Mount St. Vincent University a mis en place un cours pour faciliter la réussite des étudiants (Student Success Course - SSC). Il s’agit d’une intervention de 14 semaines au cours de laquelle on enseigne des stratégies d’apprentissage, de gestion autonome et de motivation. L’objectif de cette étude est d’évaluer l’efficacité de ce cours dans le cas de 100 étudiants de premier cycle placés en probation. Les participants ont rapporté, avant et après le test, une augmentation significative de leurs stratégies cognitives, de leurs compétences en matière d’apprentissage et de leur motivation, ainsi qu’une baisse importante de leur anxiété face aux examens et de leur procrastination (ps < .05). Avec le temps, les participants ont également démontré une augmentation de leur moyenne pondérée cumulative (p < .0001). Ces résultats soutiennent l’hypothèse selon laquelle le cours en question représente une intervention efficace, tout au moins à court terme, pour améliorer les stratégies d’apprentissage et de motivation chez les étudiants à risque.

scholarly journals A Systematic Review of Technological Impact on Math Literacy in the Postsecondary Classrooms

2020 ◽  
Vol 10 (4) ◽  
pp. 54
Author(s):  
Manuel Rodriguez
Keyword(s):  
Systematic Review ◽  
Student Success ◽  
Current Knowledge ◽  
Contemporary Literature ◽  
Student Success Course ◽  
Course Grades ◽  
Success Course ◽  
Impact Of Technology ◽  
Postsecondary Mathematics ◽  
The Impact

The purpose of this systematic review was to evaluate contemporary literature related to the impact of technology on student success for postsecondary mathematics courses. The aim of this review was to provide a comprehensive understanding of the extant literature concerning&rsquo;s student success in mathematics for higher-education students. A series of seven databases were accessed across the past five years, which resulted in fourteen key studies. The findings of this study demonstrate the current knowledge and recommendations for future researchers. Technology was elucidated as a meaningful approach for increasing student success, course grades, and retention. However, a critical need for future empirical assessments was elucidated.

scholarly journals The effects on student retention by implementing contextualised, program-specific learning modules in an online student success course

2019 ◽  
Vol 10 (1) ◽  
pp. 141-146
Author(s):  
Jaime J McLeod
Keyword(s):  
Student Success ◽  
Student Retention ◽  
Northern Hemisphere ◽  
Time Management ◽  
Online Student ◽  
Learning Modules ◽  
Student Success Course ◽  
Critical Elements ◽  
Two Year College ◽  
Success Course

This practice report examines the results of inserting program-specific, contextualised modules and instructors into an online student success course in a two-year college environment.  The results of multiple semesters of pre-contextualised instruction (Northern Hemisphere Spring and Fall 2015) and post-contextualisation instruction (Northern Hemisphere Fall 2016 and Spring 2017), showed an increase in next semester retention.  Additionally, ten student success course instructors were interviewed to determine critical elements of the course.  Instructors revealed that time management, stress management, and program-specific assignments were the most beneficial components of the course.

Impact of a Student Success Course on Undergraduate Academic Outcomes

2015 ◽  
Vol 45 (2) ◽  
pp. 123-146 ◽  
Author(s):  
Leah D. Hoops ◽  
Shirley L. Yu ◽  
Andrea Backscheider Burridge ◽  
Christopher A. Wolters
Keyword(s):  
Student Success ◽  
Academic Outcomes ◽  
Student Success Course ◽  
Success Course

What Works: Learning Outcomes Due to Design Variations in Community College Student Success Courses

2019 ◽  
Vol 121 (7) ◽  
pp. 1-46
Author(s):  
Deryl K. Hatch-Tocaimaza ◽  
Crystal E. Garcia ◽  
Naomi Mardock-Uman ◽  
Sarah L. Rodriguez ◽  
Dallin George Young
Keyword(s):  
Student Success ◽  
Course Design ◽  
Community College Student ◽  
College Knowledge ◽  
College Student Success ◽  
Student Success Course ◽  
Success Course ◽  
Success Skills ◽  
Student Success Skills ◽  
Success Courses

Background/Context Based on well-established evidence that certain student success skills and college knowledge are closely associated with academic achievement, persistence, and completion, community colleges increasingly implement various types of first-year student success courses and programs. However, by looking only at the distal impact of program participation, the question of whether these programs actually influence those mediating skills of college success has scarcely been investigated in the higher education literature, let alone which program features may be determining factors. Purpose/Objective This study examined the scope and design of community college student success courses to address which program features relate to learning objectives of student success skills, college knowledge, and engagement. Population/Participants/Subjects Participants were students and instructors drawn from 47 student success course sections at 42 public community colleges in 24 states, representing all U.S. geographic regions. Research Design The study adopted a multimodal research design, using both qualitative and quantitative research methods while primarily relying on quantitative analysis. Data Collection and Analysis Students in selected student success course sections completed a pre- and postsurvey. Instructors participated in a structured interview and provided course syllabi. Course design information was quantitized and merged with student-level data to model variation in learning outcomes as a function of course features, according to an activity theory conceptual framework. Data were analyzed using hierarchical linear modeling. Conclusions Findings from this research point to several recommendations for practice by highlighting the reality that one term may be too little to learn some student success skills and that particular features of course designs may result in unintended adverse effects. Results indicate that structural elements are the most impactful features and that the skills-based curricular features that receive the most attention may be in fact the least influential features in realizing desired skills and knowledge outcomes. The study points to methodological ways forward to further explore and unpack the relationship between success course design features and educational outcomes.

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