Journal of College Academic Support Programs

Published twice a year during the Spring and Fall academic semesters, the Journal of College Academic Support Programs (J-CASP) publishes articles relevant to developmental education and learning support in Texas. The J-CASP 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.

VOLUME 1, ISSUE 2 (FALL 2018)

https://journals.tdl.org/jcasp/index.php/jcasp/issue/viewIssue/14/4

FEATURE ARTICLES

Corequisite Courses for Developmental Students at a Large Research University

  • Hillary Procknow
  • Leta Deithoff
  • Van Herd

Student Response to a Corequisite Pilot Program: A Retrospective

  • Elizabeth Threadgill

A Review of Demographic Trends for Texas and the United States

  • Russ Hodges
  • Emily Miller Payne
  • Emily Suh
  • Patricia Hernandez
  • Na Wu
  • Amarilis Castillo 

PROMISING PRACTICES

Taking the First Steps Towards 100% Implementation of the Corequisite Model

  • Cindy Allen
  • Anita Biber
  • Angela Chilton 
  • Leslie Johnson

Using a Corequisite Composition Workshop to Accelerate Students

  • Andrea Berta

Promote Critical Thinking Through Online Discussion Forum

  • Essie Childers

OP-ED

Rethinking the Corequisite Model: What Is It, Why Remedial English and Math, and What Is Its Net Effect?

  • Alexandrous Goudas 

 

VOLUME 1, ISSUE 1 (SPRING 2018)

https://journals.tdl.org/jcasp/index.php/jcasp/article/view/10/2

 

FEATURED ARTICLES

Effectiveness of a Summer Bridge Program at McLennan Community College

  • Samantha Dove

The Role and Impact of Supplemental Instruction in Accelerated Developmental Math Courses

  • Tanu K. Altomare
  • Ashley N. Moreno-Gongora

Internal Conflict: Community College Presidents and Developmental Education

  • Nicholas Vick
  • D. Patrick Saxon
  • Nara Martirosyan

Learning Styles: Academic Fact or Urban Myth? A Recent Review of the Literature

  • Theresa Rene’ LeBlanc

 The Effect of Acceleration on Subsequent Course Success Rates Based on the North Carolina Developmental Mathematics Redesign

  • Tammy J. Bishop
  • Nara Martirosyan
  • D. Patrick Saxon
  • Forrest Lane

PROMISING PRACTICES

Teaching the Rhetorical Situation to Improve Disciplinary Literacy

  • Elizabeth J. Threadgill
  • Eric J. Paulson

Goffman and Spoiled Identity: Helping Developmental Students Shed the Label

  • Jack Trammell

Implementing Change and Planning English Corequisite Classes

  • Mary Ellen Young
  • Melisa Jones

Bringing Collaboration and Differentiation Into the College Classroom

  • Ashley Stich