Getting College Students Back on Track

Abstract

The present study examines the outcomes of a 5-week summer bridge writing program at a Midwestern, urban, public university designed to provide remedial instruction for incoming first-year college students, approximately 500 students annually for 7 years. Regression results showed that program participation was a positive, significant predictor on the outcomes of 6-and 4-year graduation, first-year earned credits, and first-year college grade point average, even after controlling for demographic and academic preparation variables. The combination of academic preparation and an introduction to the college experience helped to prepare students for college success. This institutionally funded program shows promise in addressing the remediation needs of students and preparing them for success in credit-bearing courses as well as college life in general, getting them on track for timely college graduation.

Using a Pre-entry Program to Increase Community College Student Athletes’ Self-Efficacy

“…Quantitative results indicated that students who completed a pre-entry program had an overall higher GPA than their peers who did not complete the program (Hermann et al, 2020;van Herpen et al, 2020). Furthermore, researchers examining longitudinal data found that pre-entry participants experienced academic momentum that, in turn, improved retention and graduation rates (Howard & Sharpe, 2019;Kodama et al, 2018;Wachen et al, 2018). A gap in literature exists, however, in that more research is needed to collect baseline measures of academic self-efficacy and the strategies within these pre-entry programs that affect students' self-efficacy (Pennington et al, 2018).…”

Letramentos Acad�micos e Ensino: Visadas Nas Produ��es da Academia Brasileira na Segunda D�cada do S�culo XXI

“…While some have developed fresh conceptual perspectives on transitions (see Baker, 2018a;Nordquist, 2017), many rely on rigid and linear understandings. Such approaches view the transition as a process that can be organized in stages (Everitt-Reynolds et al, 2018), a difficult moment to be smoothed over and bridged (Hebdon, 2015;Kodama et al, 2018), and writing in transition as a process of academic acculturation that should lead to academic success and curricular progression (Jessen & Elander, 2009;Regalado, 2004;Stokes, 2014). However, these positionings are often implicit, and only a few studies on academic writing have fully explored the concept of transition.…”

Presentaci�n

“…While some have developed fresh conceptual perspectives on transitions (see Baker, 2018a;Nordquist, 2017), many rely on rigid and linear understandings. Such approaches view the transition as a process that can be organized in stages (Everitt-Reynolds et al, 2018), a difficult moment to be smoothed over and bridged (Hebdon, 2015;Kodama et al, 2018), and writing in transition as a process of academic acculturation that should lead to academic success and curricular progression (Jessen & Elander, 2009;Regalado, 2004;Stokes, 2014). However, these positionings are often implicit, and only a few studies on academic writing have fully explored the concept of transition.…”