The following study employed a student-centered methodology to understand undergraduate student confusion with student learning outcomes (SLOs), or the statements that specify what students should know or be able to do by the end of a course. Through understanding and investigating student confusion with undergraduate student researchers, we have…

Since the 1920s, colleges have offered how-to-study courses orientating students to the rituals of academic study. We present an historical overview of these courses by highlighting major developments including the emergence of courses that evolved from skill-based curriculum underpinned by behaviorism to strategy-based curriculum underpinned by…

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…

In Fall 2016, the Student Success Center at the University of Tennessee, Knoxville began a two-year study to assess participant impacts of three key academic success programs: academic coaching, tutoring, and Supplemental Instruction (SI). Survey results revealed that participants perceived academic impacts in all three programs and that students…

This study compared student engagement and achievement levels between students enrolled in a traditional college algebra lecture course and students enrolled in a "flipped" course. Results showed that students in the flipped class had consistently higher levels of achievement throughout the course than did students in the traditional…

We explore how the dynamics of the tutor-tutee relationship influence students' self-reliance and, ultimately, course performance. We examine 333 tutor and tutee pairs at a student success center at a public, comprehensive, university attended by approximately 5,000 undergraduates enrolled in more than 60 courses during spring 2015. The results…

How does a Coupon Incentive Program motivate students to seek academic support in high-risk courses? Results from this study demonstrated that the Coupon Incentive Program was effective in motivating voluntary student attendance and improving student outcomes. Recommendations related to implementation of the Coupon Incentive Program are discussed.…

This paper describes a successful writing project with generation 1.5 college freshmen enrolled in a writing class. Generation 1.5 students may experience difficulties at universities when, despite being multilingual, the language they bring with them to college is often framed as a deficit. Students engaged in writing life histories experienced…

Argues that a controlled study of Supplemental Instruction (SI) sessions in college chemistry showed that participants benefited from SI sessions to an extent that cannot be explained only by their higher levels of motivation. Reports that SI includes services such as one-on-one, drop-in, and group tutoring. (Contains 11 references.) (AUTH/NB)

Argues that demandingness, responsiveness, and self-regulation could be used to organize, explain, and predict useful techniques for developmental education practitioners. Also contends that student self-regulation is developed in demanding and supportive environments. Stresses the need for a training initiative in developmental education.…

Reviews the literature on technology applied to early interventions. Reports results from a study that compared instructor and advising staff effects on the impact of early alerts. States that the results cast doubt on early alerts as an effective tool to improve the performance of at-risk students. (AUTH)

Asserts that teaching as a political act, a construct supported by critical theorists, is appropriate for the developmental educator. Education is a means of exciting the active and critical minds of students, of breaking through the boundaries of traditional learning on college campus through authentic dialogue and the critical exploration of the…

Describes a new method of evaluating the Supplemental Instruction (SI) model as implemented in a high-risk biology course at an urban multicultural university campus. Examination grades indicated that the average grade of participants in classes that had SI sessions was significantly higher than that of participants in classes where SI sessions…

Modifies the concept of Supplemental Instruction to explore cognitive and developmental factors of high school students. Intensive Developmental Instruction (IDI) was used in a pre-college summer program. Preliminary results indicate that high schools students perform as well as college students and demonstrate a correlation between the grade…

Asserts that as developmental education is being attacked by cost-minded legislators, developmental educators must do a better job of advertising its benefits. Outlines the benefits of developmental education for both underprepared and prepared individuals, society, faculty, and administrators. Claims that developmental education enhances student…