This work examines what appears to be the most effective comprehensive learning support program ever available for underprepared college students. The Accelerated Study in Associate Programs initiative was designed and implemented at the City University of New York Community Colleges. It offers a wide range of integrated college acclimation,…

At English Medium Instruction (EMI) universities, where the English language is used to teach academic subjects in countries where the first language of the majority of the population is not English, students are required to undertake a preparatory year English language program before they are permitted to commence their chosen field of study. The…

The effectiveness of academic coaching at a mid-sized public university was evaluated for the spring 2020 semester by examining the change in academic performance and retention to the fall 2020 semester. Coaching effectiveness was evaluated across three different groups of undergraduate students. Two of the groups were academic recovery programs…

The study below outlines the impact of an Early Alert Program at a Southeastern HBCU, examining this system's impact both between two cohort years, 2022 and 2023 respectively, and within the 2023 cohort. Further factors analyzed include the impact of gender, living on or off-campus, and the student's participation in tutorial services on campus.…

The Back on Track Support Group is a four-to-six-week academic coaching initiative at Rutgers University-New Brunswick developed specifically to improve academic resilience in students who have self-identified as struggling academically. To measure out comes after participating in the process, the Academic Resilience Scale-30 (ARS-30) was chosen…

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…

Students taking developmental mathematics often need academic support to succeed in their courses, but also benefit from support in adapting to university life. In this paper we describe our experience in developing, implementing, and evaluating a peer mentoring program for developmental mathematics students at a large research university that…

Supplemental Instruction (SI), a higher-education academic support program, targets challenging college courses and uses peer-led review sessions to develop academic skills, improve grades, influence persistence, and ultimately increase student retention (Arendale, 2001). The goals of this study were twofold: to determine if differences existed in…

The aim of this analysis was to determine from a pilot project whether a new style of course-connected learning support for students in gateway STEM courses could be more successful on the University of Rhode Island's campus than the traditional Supplemental Instruction (SI) model. The new model, Weekly Tutoring Groups (WTG), addressed several of…

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…

This study focused on the impact of Supplemental Instruction (SI) on student achievement in first semester Calculus for transfer students over a three-year period. Transfer students participating in SI achieved dramatically higher passing rates and course grades than did non-SI transfer students, despite no significant differences in academic…

In this study, we examined academic outcomes among students from low-income and academically disadvantaged backgrounds who participated in the Educational Opportunity Program (EOP) at a selective four-year public comprehensive college in the Northeast. We found that provisionally admitted EOP students earned comparable first-semester grades and…

A wealth of research is available regarding supplemental instruction; however, a dearth exists regarding online supplemental instruction and critical thinking. This case study explored what was assumed to be known of critical thinking and investigated the extent to which critical thought was promoted within a university's online supplemental…

The purpose of this study was to investigate the factors that influence the retention and GPA of students in a college program designed for at-risk students. The study was conducted at a midsized private university in the Midwest. The sample consisted of 115 at-risk students enrolled in a Conditional Acceptance Program (CAP). Three years of CAP…

A longitudinal research study was conducted at a public university in Pennsylvania on a sample of 129 at-risk students from a state-funded program (Act 101) designed to provide support services for economically and educationally disadvantaged students. This research employed a non-experimental, ex post facto methodology to assess the impact of…