Archives

  • Fall 2020/Winter 2021
    Vol. 3 No. 2

     

     

     

     

     

     

     

    Volume 3, Issue 2 (Fall 2020/Winter 2021)

    FEATURED ARTICLES

    Dual Credit and Advanced Placement Students in Developmental Education: What Happened?

    By Sandra Lee Coleman, Susan Troncoso Skidmore, and Nara M. Martirosyan

    Developmental Mathematics: Students’ Predicted Outcome Value of Electronic Communication

    By Amy G. Nabors and Linda R. Zientek            

    Virtual Learning Assessment: Practical Strategies for Instructors in Higher Education

    By Kenneth Denton and Michelle Simmons

     

    SPECIAL CONTRIBUTION            

    Staying on Course During the Pandemic Storm: Challenges and Opportunities

    By Essie Childers

     

    PROMISING PRACTICES               

    Harnessing Talent:  A Tiered, Accelerated Leadership Model for Academic Support Programs

    By Lindley Workman Alyea, Catharina Reyes, and Samantha Allred

    #CampusScavengerHunt: A Professional Development Workshop Using Digital Literacy to Build Student’s Self-Efficacy and Sense of Belonging on Campus

    By Tricia Edgel, Sandra McCarstle, Norma Reyes, and Angela Leibold

  • J-CASP: Volume 3, Issue 1 (Spring/Summer 2020)
    Vol. 3 No. 1 (2020)

    FEATURED ARTICLE

    Faculty Input on the Benefits of and Support for Teaching Accelerated Developmental Mathematics

    D. Patrick Saxon

    Nara M. Martirosyan

    FEATURED ARTICLE

    Towards a Model for Cultivating Online Learning Communities

    Evan Ortlieb

    Aly McDowell

    Olivia G. Stewart

    Jennifer Preschern

    Dona E. Carhart

    SPECIAL PROMISING PRACTICE FEATURED ARTICLE

    Technology Considerations and Opportunities in Higher Education

    Wes Anthony

    Patti Levine-Brown

    Nicole Fynn

    Philip Gadzekpo

    Michael Spinks

    PROMISING PRACTICE

    Practical Autonomy-Supportive Tutoring Strategies for Multilingual Student-Writers and a Writing Center Tutor Handbook

    HeeJae Chung

    Lauren E. Chaney

    Carlton J. Fong

    PROMISING PRACTICE

    Implementing Collaborative Mock Exam Reviews

    Nisha Abraham

    Nina Kamath Telang

    PROMISING PRACTICE

    GED Completion, Philosophy, and Learning Support: A Holistic Approach to Juvenile Correctional Education

    Jonathan Lollar

    Cesar Bernal

    PROMISING PRACTICE

    Reading Fluency: A Source of Insight in a Test-Optional World

    David D. Paige

    Elizabeth Cassady

    William H. Rupley

    EXPLORATORY PIECE

    Supporting Graduate Students Through the Use of Graduate Student Organizations

    Stephanie M. Jarrett 

  • J-CASP: Volume 2, Issue 2 (Fall 2019/Winter 2020)
    Vol. 2 No. 2 (2020)

    J-CASP: Volume 2, Issue 2 (Fall 2019/Winter 2020)

    FEATURED ARTICLES

    Everyone is Responsible for Everything: Corequisites and the First-Year Seminar

    Nadya Pittendrigh

    Eric Camarillo

    Sara Thurmond

     

    A Collective Impact Model Towards Increasing STEM Major Student Retention

    Araceli Martinez

    Clara M. Novoa

    Vedaraman Sriraman

     

    Recipe for Successful Collaborative Corequisites

    Mary Orlando

    Karen Hattaway

     

    PROMISING PRACTICES

    Student-to-Student Support in Developmental Mathematics Courses

    Randy L. Collins

    Rosemary M. Karr

     

    Merging Personal and Academic Identities

    Tamara Harper Shetron

    Kristie O'Donnell Lussier

     

    The Evolution of the T-Section: Angelo State University's Approach to the Corequisite Model

    Codi Jaynes

    Mario Barrientos

    Wayne Humphrey

     

    EXPLORATORY PIECE

    Discussing the Place of Corequisites in Juvenile Correctional Education and GED Success

    Jonathan Lollar

    Cesar Bernal

  • J-CASP: Volume 2, Issue 1 (Spring/Fall 2019)
    Vol. 2 No. 1 (2019)

    VOLUME 2, ISSUE 1 (SPRING/SUMMER 2019)

    FEATURE ARTICLES

    Characteristics of Learning Frameworks Courses in Texas Public Community Colleges

    • Russ Hodges
    • Taylor W. Acee
    • Stephanie M. Jarrett
    • René Leblanc
    • Yuting Lin
    • Christie Hill-Troglin Cox
    • Christie Lawson
    • Candice P. Oelschlegel
    • Darolyn A. Flaggs

    First-Year Seminars: A Comparison of Course Characteristics and High Impact Practices at Two-Year Colleges

    • Forrest C. Lane
    • Andrew P. Miller

    SPECIAL FEATURE ARTICLE

    Completing College: Focus on the Finish Line

    • Hunter R. Boylan
    • Barbara J. Calderwood
    • Barbara S. Bonham

    PROMISING PRACTICES

    SI or Peer Tutoring: Is One Really Better than the Other?

    • Klara Keim
    • Michelle Kiser

    Exploring a Vision for a Global Literacy and Learning Environment: Addressing the Needs of Economically and Culturally Diverse Student Populations Through the Arts

    • Neva Cramer
    • Joan Bowman

    Utilizing Google My Maps in the Classroom

    • William S. Duffy

    EXPLORATORY PIECES

    Learning Alone & Academic Capital: An Old Sociological Idea in a New Educational Application

    • Jack Trammell

    Building the Discipline-Specific Classroom: A Pedagogical Discussion

    • Leta Deithloff

    Freshmen, Teaching, and Tenure: Why Do We Call It the Trenches, Anyway?

    • Ann-Marie Lopez
     

  • J-CASP FALL 2018: Volume 1, Issue 2_
    Vol. 1 No. 2 (2018)

  • Journal of College Academic Support Programs, Volume 1, Issue 1
    Vol. 1 No. 1 (2018)

    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

    FEATURED ARTICLES

     

    Effectiveness of a Summer Bridge Program at McLennan Community College

    By Samantha Dove

     

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

    By Tanu K. Altomare &

    Ashley N. Moreno-Gongora

     

    Internal Conflict: Community College Presidents and Developmental Education

    By Nicholas Vick,

    D. Patrick Saxon, &

    Nara Martirosyan

     

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

    By Theresa Rene’ LeBlanc

     

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

    By Tammy J. Bishop,

    Nara Martirosyan,

    D. Patrick Saxon, &

    Forrest Lane

     

    PROMISING PRACTICES

     

    Teaching the Rhetorical Situation to Improve Disciplinary Literacy

    By Elizabeth J. Threadgill &

    Eric J. Paulson

     

    Goffman and Spoiled Identity: Helping Developmental Students Shed the Label

    By Jack Trammell

     

    Implementing Change and Planning English Corequisite Classes

    By Mary Ellen Young &

    Melisa Jones

     

    Bringing Collaboration and Differentiation Into the College Classroom

    By Ashley Stich