Academic Bridge Programs

The Louisiana State University Biology Intensive Orientation for Students (BIOS) Program has been found to be an effective retention initiative for freshman Biological Science majors (S. M. . Students who attended the five-day camp out-perform their non-participant peers in introductory biology courses and have higher retention, progression and graduation rates. This study uses a cognitive view to explore the underlying factors, self-regulation and self-efficacy, namely that contribute to the program's capacity to help students obtain sustainable academic success. The pre/post-test measurements of the Motivated Strategies for Learning Questionnaire, as well as qualitative measures, were employed to evaluate the program as a format for developing self-regulation and self-efficacy. BIOS was also shown to calibrate students' selfefficacy and self-regulation for optimal performance in Biology 1201, the introductory course for science majors. Camp participants exhibited higher self-efficacy, self-regulation, and final Biology 1201 grades than their non-BIOS peers. These results offer insight into the mechanism behind the success of science boot camps and the role of motivation and metacognition in STEM retention initiatives.

Đây là tập hợp các văn bằng (academic degrees) của một số nước mà Việt Nam có thể lưu tâm trong quá trình hợp tác về giáo dục và lao động. Các thông tin được tập hợp từ các nguồn thông tin chính thức về chương trình đào tạo, bằng được cấp (bằng tiếng bản địa và tiếng Anh) cũng như một số thông tin có liên quan giúp cho việc so sánh đối chiếu bằng cấp khi cần.

(Purpose) The purpose of this directory was to identify, describe, and evaluate evidence that the education practices improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. (Method) The sample for the directory was derived from TRIO and GEAR UP professionals located in the upper Midwest region that are affiliated with the Educational Opportunity Association (EOA). EOA and the Department of Curriculum and Instruction at the University of Minnesota created a clearinghouse to disseminate evidence-based practical activities and approaches to improve success of students who are low-income, first-generation, and historically-underrepresented in education. http://besteducationpractices.org The administrative and education best practices in this publication have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. Each practice has been approved as promising, validated, or exemplary based on the level of evidence supporting it. The rigorous standards applied during the review process are similar to previous national evaluation efforts by the U.S. Department of Education (Results) The approved education practices of this 570 page directory represent each of the five major federally-funded TRIO and GEAR UP programs: (a) Educational Talent Search, (b) Upward Bound, (c) Educational Opportunity Centers, (d) Disability Services, (e) Student Support Services, (f) Ronald E. McNair Postbaccalaureate Achievement,; and (g) GEAR UP, The directory is arranged by the following topical areas: (a) Academic Advising and Counseling [Advising Syllabus, Academic Improvement Plan, Academic Advising Management System, Podcasting Academic and Career Counseling for Post 9/11 Veterans, and Student Academic Needs Assessment]; (b) Academic Support [Integrated Learning Course for Entering SSS College Students, Tutoring for Students with Disabilities, Tutor Training and Professional Development, Structured Study Hall Days at College Campus by UB Students, and PAL Group Tutoring Program Training Manual]; (c) Assessment and Evaluation [Post Assessment Evaluation Tool for EOC Programs]; (d) Career Exploration [Senior College Experience for UB Students]; (e) Coaching Students [Coaching TRIO Students and Peer Coaching Handbook]; (f) College Tours and Field Trips [Emergency Field Trip Contingency Plan, and Planning Effective College Tours for High School Students]; (g) Curriculum [High School Financial Literacy, Integrated Approach to First Year College Experience, Summer Enrichment Program Curriculum for Middle School Students, and McWrite: Developing Scholarly Writing Skills]; (h) Disability Services [Access College Today Program]; (i) Global Studies Curriculum and Tour Procedures [Horizons Study Abroad Experience, Evaluation Tools for a Study Abroad Program, Procedures for a Study Abroad Program, and Creating Global Experiences for First-Generation and Limited Income College Students]; (j) Orientation Programs [Right Start to College Seminar for Adult Learners]; and (k) Policies and Procedures [Educational Talent Search Policies and Procedures Handbook. (Implications) Rather than looking to others for solutions, the federally-funded TRIO and GEAR-UP grant programs have the expertise needed to solve vexing problems with student success. These programs are incubators of best education practices that can be implemented elsewhere. Detailed information is provided about the education practice purposes, educational theories that guide it, curriculum outlines, resources needed for implementation, evaluation process, and contact information. Educators need to investigate these education practices to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. (Additional Materials) Appended to the directory are: (1) Profiles of TRIO and GEAR UP Programs with Best Practices; (2) EOA Clearinghouse External Expert Panelists; and (3) Procedures for Evaluation of Submissions to the EOA Clearinghouse. [This directory is a revised and expanded version of ED589760.]

This 2019 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally and internationally to increase student achievement. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, 1,568 citations emerged concerning seven programs that met the previously mentioned selection criteria: "Accelerated Learning Groups" (ALGs), "Emerging Scholars Program" (ESP), "Peer Assisted Learning" (PAL), "Peer-Led Team Learning" (PLTL), "Structured Learning Assistance" (SLA), "Supplemental Instruction" (SI), and "Video-based Supplemental Instruction" (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. Guidance is provided to implement best practices of peer learning programs that can improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. [This annotated bibliography is a revised and expanded version of ED565496, ED545639, ED489957, ED574832, and ED586988]

(Purpose) The purpose of this glossary was to identify and describe education practices that improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented college students. Keeping current with the rapid changes in the field of developmental education and learning assistance is essential. Words make a difference in policy discussions and the practical guidance of campus activities. The rapid changes in learning pedagogies, delivery systems for courses, and language use evoke strong emotions for many within the profession, including those involved with this glossary. It may not be our choice to change, but this glossary is our response to the rapidly–morphing landscape of postsecondary education, our field in particular, and the larger society in which we live. In this fourth edition of the glossary, one area that has been significantly expanded is vocabulary related to culturally sensitive pedagogies that emerged during the 1980s and 1990s. Examples of these include: critical literacy, critical pedagogy, cultural competence, cultural differences, cultural literacy, cultural sensitivity, culturally relevant pedagogy, culturally responsive pedagogy, culturally sustaining pedagogy, inclusion, inclusive pedagogy, multicultural developmental education, multicultural education, and social justice.
The second new area in this edition are approaches for offering the curriculum other than the traditional academic term-length developmental-level course. Examples of these include accelerated developmental-level course, acceleration, acceleration through curricular redesign, acceleration through mainstreaming, college access, compensatory education, compressed developmental-level course (or skills instruction), contextualization or contextualized learning, co-requisite paired course, course redesign, differentiated placement, embedded academic support, emporium-style model, flipped classroom, gateway course, Gateways to Completion®, guided pathways, integrated reading and writing, modular instruction, non-course competency-based option (Texas), nontraditional model (Texas), stacked course, stretched course, and students as partners. The third area for glossary expansion are those related to academic integrity and intellectual property rights. These were written in a more accessible style than the formal definitions from law reference works. Technologies such as text scanners, photocopiers, printers, and downloadable files from the Internet have made it easier to make mistakes with use of copyrighted instructional materials both for use in the classroom as well as placement on the Internet for use by others. Examples of these terms include attribution of intellectual property, copyright, copyright infringement, Creative Commons licenses, ethical standards, inadvertent use of copyrighted material, instructional materials, intellectual property use copyright, liability exposure, literary property, literary property use copyright, plagiarism, professional liability coverage, open access, open educational resource (OER), and public domain. A fourth significant change for this edition is its scrupulous avoidance of deficit and less acceptable language to describe students. In this edition, asset-based language is used to reflect accurately our students and their capabilities. Throughout history, it is words and phrases have been replaced by newer ones. The older words become less acceptable since they can lead to misinterpretations or have become by today’s standards of usage as inaccurate or perceived by others as discriminatory or racist. This glossary does not make judgements of the authors using those terms. Popular and professional literature is filled with those phrases. However, we move forward with recommended language that is more accurate, affirms student capabilities, and avoids offense to others. Examples of these deficit and less acceptable language includes academically underprepared student, college-level student, developmental student, diverse student, high-risk student, majority or minority student, person/student of color, remedial student, and special population. (Method) The sample for the glossary is based on the previous three editions of the same glossary with new terms added with this document. The glossary terms have been reviewed and approved by multiple members of an external expert panel of qualified reviewers.  All of them have served as administrators of their campus developmental education and learning assistance programs. Their practical experiences and keen insights have made this set of glossary terms invaluable in the rapidly changing nature of postsecondary and tertiary education. We owe much to the dedication and expertise of the authors, editors, and external review teams of the first three editions of this glossary.

This annotated bibliography does not attempt to be inclusive of this broad field of literature concerning peer collaborative learning. Instead, it is focused intentionally on a subset of the educational practice that shares a common focus with increasing student persistence towards graduation. At the end of this overview, several suggestions are made for differentiating the models from each other and the level of institutional resources and resolve with implementing them. The seven student peer learning programs included in this bibliography meet the following characteristics: (a) implemented at the postsecondary or tertiary level; (b) clear set of systematic procedures for its implementation that could be replicated by another institution; (c) program evaluation studies have been conducted and are available for review; (d) intentionally embeds learning strategy practice along with review of the academic content material; (e) outcomes include increased content knowledge, higher final course grades, higher pass rates, and higher college persistence rates; and (f) the program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, six programs emerged: (a) Accelerated Learning Groups (ALGs), (b) Emerging Scholars Program (ESP), (c) Peer Assisted Learning (PAL), (d) Peer-Led Team Learning (PLTL), (e) Structured Learning Assistance (SLA), (f) Supplemental Instruction-PASS (SI-PASS), and (g) Video-based Supplemental Instruction (VSI). As will be described in the following narrative, some of the programs share common history and seek to improve upon previous practices. Other programs were developed independently.

This updated 2020 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally and internationally to increase student achievement. A number of the publications report how they adapted their programs due to COVID-19 restrictions and online delivery platforms. Technology use was more often reported in these publications. URLs are provided for approximately half of the publications so that they can be downloaded. Nearly twenty-five percent of the entries in this bibliography are from authors and researchers outside of United States. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, 1,640 citations emerged concerning seven programs that met the previously mentioned selection criteria: "Accelerated Learning Groups" (ALGs), "Emerging Scholars Program" (ESP), "Peer Assisted Learning" (PAL), "Peer-Led Team Learning" (PLTL), "Structured Learning Assistance" (SLA), "Supplemental Instruction" (SI), and "Video-based Supplemental Instruction" (VSI). Guidance is provided to implement best practices of peer learning programs that improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leader identity emergence, leadership, public speaking, interpersonal communication, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. This annotated bibliography is a revised and expanded version. 344 pages  1,640 citations

The Educational Opportunity Fund program of New Jersey (EOF) is a dynamic program
that was established in 1968 as a way of providing accessibility, support, and funding for New
Jersey students who come from educationally and economically disadvantaged backgrounds.
Based on the legacy, every New Jersey college and university has an EOF program that provides
incoming students with a pre freshman summer bridge program to help ensure their academic,
career, and personal success.
While this program is undoubtedly an academic and social good, careful attention needs
to be paid to how the program has been functioning in relation to the structure and design of the
program moving forward. This paper strives to scrutinize the strengths and weaknesses of the
Fairleigh Dickinson University’s Metropolitan Campus EOF program as it works to ensure that
the mission, goals, and objectives of the program are currently being met, and that the program
will be able to extend its support for future students.

During this pandemic crisis, TRIO and GEAR UP programs are innovating how to take their programs online and meet student needs. The Educational Opportunity Association expanded its Best Practices Clearinghouse to include administrative and teaching practices to take TRIO and GEAR UP online. The information in this report is based on the content contributed by programs from across the U.S. https://besteducationpractices.squarespace.com/online-resources Contributions came from across the nation and included each GEAR UP and TRIO program category.

This study aims at offering a proposal for the management of internal review processes for the accreditation of academic programs in Saudi universities. The study used descriptive approach and used survey as effective tools to achieve the study objective. The study was applied into six Saudi universities. The data was collected from the literature review and previous studies. Based on the analysis and discussion of the collected data, the built mechanisms and procedures for the suggested proposal. The tasks of the Internal review Operations Management Unit for the accreditation of academic programs are concentrated in three sequential and continuous stages that achieve the concept of quality (loop, Closing), which is (planning - implementation - follow-up and evaluation) as follows: The first stage is planning for the review, the second stage is implementation and the third stage is evaluation and follow-up. The paper was concluded by the basic requirements for the implementation of the Suggested Proposal, which consists of an administrative requirement, Human requirements finally, the Expected difficulties when implementing the suggested proposal and ways to overcome them are firstly, the Administrative and legislative difficulties in establishing the review unit and the approvals and powers it needs and may be overcome by giving more flexibility to organize, focus and integrate efforts. Secondly, Financial difficulties related to the problems of searching for different funding sources to finance review operations and provide financial incentives to reviewers and may be overcome by allocating a budget from the university's endowment and research activities. Thirdly, Technical difficulties related to the provision of digital infrastructure that provides the opportunity for electronic interaction in two languages in an easier way and may overcome the financial difficulties by providing a soft digital program that supports the Arabic and English languages and is effectively trained on it. Fourthly, Human difficulties related to continuing qualified competencies, and this problem may be overcome by raising awareness and spreading the culture of internal quality assurance, in addition to providing moral and material incentives that support continuity.

Ongoing recent innovations under Android Platform, open the room for developing new applications with innovative ideas as well as migrating existing applications of another platform in to Android. The Android platform focuses on mobile computing factors and it is being an operating system for mobile phones, tablets and even for laptops. The resilience characteristics of mobile computing devices such as portability, faster operating speed, efficient productivity, ease of handling, entertainment and effective handling of business processes are encouraging to start application oriented development under android platform. In this context, educators are focusing on framing the academic courses for learning android development to enhance the students' knowledge, though which innovative ideas can be populated and based on which the social welfare applications can be created. In this work, we proposed an android app, which is useful for the students of under graduate to learn and understand the scope of laboratory course on android development and is named as Android Lab Programs.

(Purpose) Course-Based Learning Assistance (CLA) is defined as peer cooperative learning assistance that accompanies a specific targeted course to serve as a supplement for that course. While many CLA activities operate outside of the course, CLA is integrated into the course by some instructors. Other CLA programs are hybrid or totally online. These guidelines are applicable to national and international CLA program models have been implemented at thousands of postsecondary and tertiary institutions in more than thirty countries (a) Emerging Scholars Program, (b) Peer-Led Team, (c) Structured Learning Assistance, (d) Supplemental Instruction, and (e) Video-based Supplemental Instruction). When using the CLA Guides, it is not expected that administrators of campus CLA programs implement every “essential” and “recommended” practice listed in this guide. Some “essential” practices are not relevant to a particular type of CLA program. Limitations of campus budget, personnel, and available time make other “essential” practices difficult to implement. “Recommended” practices are simply practices that some CLA program administrators have found helpful. Therefore, those practices have been separated from the “essential” ones. For simplicity’s sake, all the practices have been divided into these two categories. Some “recommended” practices could be categorized as aspirational, something to pursue if there is sufficient budget, personnel, and time to implement. The bottom line is that the purpose of the guides is not to judge existing programs, but rather to provide guidance and practices that could increase their effectiveness and efficiency. In addition to their use for academic study groups, these guides may be useful for faculty members to incorporate learning activities and pedagogies into their courses. The administrative and education best practices in this publication have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. Educators need to investigate these education practices to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. Updates to this set of guidelines are available at https://www.arendale.org/peer-learning-resources