Journal of College Academic Support Programs

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

VOLUME 1, ISSUE 2 (FALL 2018)

FEATURE ARTICLES

Corequisite Courses for Developmental Students at a Large Research University

• Hillary Procknow
• Leta Deithoff
• Van Herd

Student Response to a Corequisite Pilot Program: A Retrospective

• Elizabeth Threadgill

A Review of Demographic Trends for Texas and the United States

• Russ Hodges
• Emily Miller Payne
• Emily Suh
• Patricia Hernandez
• Na Wu
• Amarilis Castillo 

PROMISING PRACTICES

Taking the First Steps Towards 100% Implementation of the Corequisite Model

• Cindy Allen
• Anita Biber
• Angela Chilton 
• Leslie Johnson

Using a Corequisite Composition Workshop to Accelerate Students

• Andrea Berta

Promote Critical Thinking Through Online Discussion Forum

• Essie Childers 

OP-ED

Rethinking the Corequisite Model: What Is It, Why Remedial English and Math, and What Is Its Net Effect?

• Alexandrous Goudas 

VOLUME 1, ISSUE 1 (SPRING 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