Journal of College Academic Support Programs
https://jcasp-ojs-txstate.tdl.org/jcasp
<p>Published twice a year (Spring/Summer and Fall/Winter issues), the <em>Journal of College Academic Support Programs</em> (<em>J-CASP</em>) publishes articles relevant to developmental education and learning support in Texas. The <em>J-CASP</em> is sponsored and made possible by the Texas Chapter of the College Reading and Learning Association, the Texas Association for Developmental Education, and the Graduate Program in Developmental Education at Texas State University.</p>TxCRLA; TX-NOSS; Texas State University's Graduate Program in Developmental Educationen-USJournal of College Academic Support Programs2577-9990<p><span>Authors who publish with this journal agree to the following terms: </span></p><p>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="https://creativecommons.org/licenses/by/3.0/" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</p>Serving the Underserved: Formerly Incarcerated Students and Support Services
https://jcasp-ojs-txstate.tdl.org/jcasp/article/view/170
<p>This study centered on the lived experiences of five community college students who were formerly incarcerated. Through interviews, the students shared their expectations before entering college, resources they found to be most helpful throughout their enrollment, and what they feel could make them more successful. The research focuses on the areas of academic learning, sense of belonging, and career preparedness. Results showed formerly incarcerated students were very independent when applying for college, but some standard procedures such as, applying for in-state residency for instance, are not streamlined. Formerly incarcerated students experienced difficulty using technology and finding the equipment and a quiet space to study. Active learning, connections with faculty and peers of similar interests, and helpful, trained advisors were all credited as adding to the success of formerly incarcerated students. These findings are discussed in relation to adjustments that can be made by community college administrators.</p>Rebecca CaskeyShelley Price-Williams
Copyright (c) 2023 Rebecca Caskey
2023-09-292023-09-2961131310.58997/fa1 "I feel like a bother": COVID-Era Experiences of College Students on Academic Probation and Financial Aid Warning Status
https://jcasp-ojs-txstate.tdl.org/jcasp/article/view/168
<p>Although there is a wealth of literature focused on how and why college students persist, less is known about a subpopulation of college students: students on academic probation and/or financial aid warning status, i.e., students who are potentially one semester away from academic suspension and/or lost financial aid eligibility. This study seeks to understand the experiences of students from this at-risk population in spring 2021 as many institutions reversed flexible COVID-19 policies, further complicating students' experiences. Through interviews, this study engages with students in an already precarious situation during the later stages of the pandemic to understand whether they exhibited behaviors to help them remain enrolled in college. Applying Bronfenbrenner's (1979; 1994) ecological systems theory, findings reveal how students interacted with peers and professors in the complex ecosystems of higher education and COVID-19. Students described COVID-19 as omnipresent despite the rollback of forgiveness policies. Students also showed avoidant behavior, often putting them more at risk to depart college. They struggled to develop social networks, though some participants described their academic and financial aid standing as a motivator to change their actions. We discuss implications to aid this student population.</p>Elizabeth A. RaineyZ.W. Taylor
Copyright (c) 2023 Elizabeth A. Rainey
2023-09-292023-09-2961141410.58997/fa2Empowering Autistic College Students: Recommendations Based on a Review of the Literature and Existing Support Programs
https://jcasp-ojs-txstate.tdl.org/jcasp/article/view/169
<p>A review of 29 juried journal articles from 2009–2022, among other sources, found that autistic students face numerous systemic barriers to success in postsecondary settings. Despite autistic students being academically prepared, many are not persisting and completing a postsecondary program. Major findings from the literature include the benefits of additional support for autistic students in the areas of executive functioning skills, selfregulation, mental health, social, and communication skills. Additionally, the research indicates that by offering additional support services, colleges and universities can decrease the systemic barriers to success that autistic students face. The author also discusses the available autism-specific support programs that provide additional services amongst this growing population of students.</p>Lori A. Wischnewsky
Copyright (c) 2023 Lori A. Wischnewsky
2023-09-292023-09-2961101010.58997/fa3Student Writing Tutors in Their Own Words: Global Voices on Writing Centers and Beyond
https://jcasp-ojs-txstate.tdl.org/jcasp/article/view/167
<p>In Student Writing: Tutors in Their Own Words: Global Voices on Writing Centers and Beyond (2022), editors Max Orsini and Loren Kleinman provide a metaphoric forecast for their book with poet and scholar Helen Sword’s “Foreword: A Play in Three Acts.” Sword’s composition parallels the structure of the book and echoes its content. It provides a forum for “discursive vulnerability” (2022, p. 2) for writing tutors and those in similar work—graduate and undergraduate, professional and student—to share their experiences and voices as writing tutors before and during the COVID- 19 Pandemic.</p>René LeBlanc
Copyright (c) 2023
2023-10-032023-10-03614410.58997/br1Fostering an Emotionally Intelligent Learning Assistance Environment
https://jcasp-ojs-txstate.tdl.org/jcasp/article/view/171
<p>Learning is inescapably an emotional process. Regardless of the content, emotions are omnipresent and impact the effectiveness of a learning experience. Some students and educators believe they can remove emotion from learning, creating an anecdotal dichotomy of the head (thinking and learning) versus the heart (feeling and emotion). However, this separation is an illusion because the brain is the foundation of both thinking and feeling, and they are naturally interconnected.</p>Jenna Guenther
Copyright (c) 2023 Jenna Guenther
2023-09-292023-09-29614410.58997/pp1Developing Our Teaching Praxis Using a Japanese Lesson Study Model Applied to Corequisite Mathematics
https://jcasp-ojs-txstate.tdl.org/jcasp/article/view/172
<p>In 2003, the Texas State Legislature enacted the Texas Success Initiative (TSI). The Texas Higher Education Coordinating Board (THECB) coordinates the implementation of this mandate at both universities and community colleges across the state. Upon entering a postsecondary institution, non-exempt students are tested using the TSI Assessment (TSIA2), a 2021 revision of the initial TSI Assessment. A student’s scores are used to assist Texas public institutions of higher education in determining if students are prepared for introductory college coursework in the areas of English Language Arts and Reading (ELAR) and mathematics. Students can be exempted from the TSIA2 if they meet college readiness standards on the SAT, ACT, or endof- course examinations in math and language arts or successfully complete a Texas high school college preparatory course, which is available to all students enrolled in a public Texas high school.</p>Amy Lawrence-WallquistLucinda FordMehmet KirmiziCody Patterson
Copyright (c) 2023 Amy Lawrence-Wallquist
2023-09-292023-09-29617710.58997/pp2