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Lewis, Jacqueline F.; Babcock, Ashley; Lehan, Tara J.; Ritter, Shirley – Learning Assistance Review, 2021
This study examined long-term persistence differences between three samples of first-year online graduate students to understand the impact an early intervention had on students who failed the first assignment in their first course. A Fisher's exact test showed no statistically significant difference in the likelihood of remaining enrolled at the…
Descriptors: Early Intervention, Program Effectiveness, Student Participation, Graduate Students
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Haley, Jennifer; Kennedy, Tammi Kohl; Pokhrel, Richa; Saunders, Abrahm – Learning Assistance Review, 2021
As Black Lives Matter unfolded in 2020, many universities were the sites of organized protests, and in response, many institutions of higher education began (or continued with) the critical work of building diversity and social justice on campus. For many students, this issue was in the forefront as they prepared for fall semester and began to…
Descriptors: Academic Support Services, Student Employment, College Students, Training
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Skoglund, Kirk A. – Learning Assistance Review, 2021
This study explored the relationship between the Supplemental Instruction (SI) administrative hours at various colleges and universities and program outcomes (attendance rate, the difference in the average final grades, and the difference in the rate of Ds, Fs, and withdraws). All regression models were insignificant, but training-related hours…
Descriptors: Supplementary Education, Program Administration, Higher Education, Academic Support Services
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Sharp, Laurie A. – Learning Assistance Review, 2021
Peer mentoring involves a reciprocal relationship of mutual benefits to both the mentee and mentor. To help first time in college students experience a smooth transition to college and empower at-risk college students, South Central University (all names in this paper are pseudonyms) implemented a pilot study for a FYE Peer Mentor Program in fall…
Descriptors: College Freshmen, Peer Relationship, Mentors, Student Experience
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McDonald, Mary – Learning Assistance Review, 2021
Many directors of learning and writing centers minimize their ability to remain current with the field, conduct research, and delineate their job duties due to pressing daily demands. Scholars urge them to do so in light of the needs of students, new directors, and university restructuring. This article presents the four-step renewal process of…
Descriptors: Laboratories, Writing (Composition), Writing Instruction, Administrators
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Mendoza, Dayra Fallad; Kerl, Elizabeth – Learning Assistance Review, 2021
In fall of 2017, the Center for Academic Program Support at the University of New Mexico revamped its Online Learning Assistant (OLA) Program, which focuses on embedding undergraduate peer tutors in multidisciplinary fully online courses. Students who had an OLA during the Spring 2020 and Fall 2020 semesters, were surveyed to better understand the…
Descriptors: Academic Support Services, Online Courses, Interdisciplinary Approach, Computer Assisted Instruction
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Fraenza, Christy; Rye, Terren – Learning Assistance Review, 2021
The problem of online doctoral student attrition has led institutions to explore solutions to support student completion. According to Tinto's model of institutional departure, learners' social and academic integration must be addressed to increase retention. At online institutions, learners' social integration can be challenging because of fewer…
Descriptors: Social Integration, Social Support Groups, Social Media, Electronic Learning
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Truschel, Jack; Hoffman, Jan – Learning Assistance Review, 2021
In 2016, one university began discussions of how to use the Family Education Rights and Privacy Act (FERPA) to their advantage to address an adversarial position parents were taking with university personnel. These parents were termed "helicopter parents"--parents who take an "overprotective or excessive interest in the life of…
Descriptors: Universities, Parent Rights, Privacy, Student Records
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Shell, Madelynn D.; Strouth, Maranda; Reynolds, Alexandria M. – Learning Assistance Review, 2021
This study investigated the influence of longhand (paper and pen), keyboard, and stylus note-taking on academic performance in college classes. Students attended mini-lectures and took notes using longhand, keyboard, or stylus. Students took quizzes after each mini-lecture and reported their engagement. Final course grades were recorded.…
Descriptors: Notetaking, Lecture Method, Keyboarding (Data Entry), Handwriting
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Lawson, Christie A.; McGuire, Stephanie; Hodges, Russ; Gray, Rosianna; McGuire, Saundra Y.; Killingbeck, Mark; Segovia, Jawn – Learning Assistance Review, 2021
The decision to explicitly teach students learning strategies and skills and how to think reflectively about their learning process is framed theoretically by the literature on self-regulation, metacognition, and social-cognitive theory. Interventions for self-regulation and metacognitive strategies can optimize the student learning process and…
Descriptors: Metacognition, Reflection, Learning Strategies, Study Skills
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May, Tammie B.; Sanguras, Laila; Papadakis, Lacy K. Crocker – Learning Assistance Review, 2021
A typical pattern occurs in community colleges where students must enroll in developmental coursework before beginning college-level classes. As a result, these students often struggle and face a lack of academic success. To better understand the experience of first-year college students enrolled in developmental courses at community colleges,…
Descriptors: Community Colleges, Two Year College Students, College Freshmen, Remedial Instruction
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Savarese, Cristina M. – Learning Assistance Review, 2021
Student writing center use has been associated with positive academic outcomes, yet less attention has been paid to what, exactly, influences their participation. The researcher surveyed 434 community college students on a range of demographic and academic variables, as well as their level of self-efficacy in writing, to predict their writing…
Descriptors: Writing (Composition), Laboratories, Academic Support Services, Tutoring
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Gregg, Delana; Shin, Sarah J. – Learning Assistance Review, 2021
Online peer tutoring provided crucial social and academic engagement opportunities for students and peer tutors during COVID-19. This article describes our institution's transition to fully online academic support services and discusses their impact on student learning and retention. While the total number of unique students utilizing tutoring and…
Descriptors: COVID-19, Pandemics, Educational Change, Computer Assisted Instruction
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Frizell, Michael, Ed. – Learning Assistance Review, 2020
The National College Learning Center Association defines a learning center at institutions of higher education as interactive academic spaces which exist to reinforce and extend student learning in physical and/or virtual environments. A variety of comprehensive support services and programs are offered in these environments to enhance student…
Descriptors: COVID-19, Pandemics, Higher Education, Learning Resources Centers
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Hensley, Lauren C. – Learning Assistance Review, 2020
As learning center professionals, we have much to gain by conducting assessment to understand how our services help college students develop their academic strategies. The type of data we collect makes a difference in the interpretations we can draw, however. An initial step in becoming a scholarly practitioner is to consider the strengths and…
Descriptors: Educational Strategies, Learning Strategies, Academic Support Services, Program Effectiveness
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