SUPPORT TECHNOLOGIES FOR STUDENTS IN ACADEMIC SUCCESS CENTERS IN UNIVERSITIES OF THE USA
DOI:
https://doi.org/10.28925/2311–2409.2022.38Abstract
Abstract. The article presents the results of research into the activities of Academic Success Centers (ASC) in Universities of the USA. The need for their functioning has been updated with the help of an analysis of the general condition of the US higher education system based on various statistical indicators, which are presented in the “Report on the Condition of Education 2022. U.S. Department of Education.” It was found that the majority of after-school education institutions are faced with the problem of ensuring the academic success of students and their retention in the educational institution. The author found that the main goal of the Centers is to systematically support students in achieving educational goals and realizing their academic potential. The centers create diverse opportunities for students to develop skills that contribute to academic success and social adaptation, which in turn enable students to achieve academic and personal goals through effective learning, interpersonal development, personal responsibility, and leadership. The Centers hold seminars and trainings on strategies and skills for effective learning, development of cognitive processes, effective reading and writing of texts, essays, preparation and preparation of current and final tests, time management; services of tutoring, academic coaching, mentoring, tutoring, additional instruction, explanations and exercises
for the formation of soft skills and long life education are provided. Centers also offering activity is motivational training, leadership training, commitment to success, interpersonal communication, and health care. It was found that the permanent staff of the Centers is not numerous. Successful students and post-graduate students are actively involved in the work of the Centers both on the terms of paid work and on the basis of volunteering. Educators involved in the work previously undergo appropriate training in order to acquire the qualifications of a trainer (coach), mentor, training partner, assistant consultant, etc. It was established that the values for the Centers are: students, excellence, leadership, enthusiasm, and respect.
The conducted research actualized the need for a thorough systematic study of Academic Success Center activity in Universities of the USA with the aim of introducing successful aspects of their activity into the practice of higher educational institutions of Ukraine.
Downloads
References
REFERENCES
Brough, R., Phillips, D., & Turner, P. S. (2022). The labor market returns to reversing high school dropout. Available at SSRN 3840453. Available at SSRN: https://ssrn.com/abstract=3840453 or http:// dx.doi.org/10.2139/ssrn.3840453
Chapman, R. (2014). Uses, abuses and internals of the EMBED feature. 2014 HPCC Systems Engineering Summit. Retrieved from https://hpccsystems.com/bb/viewtopic.php? f=41&t=1509
Chickering, A., & Gamson, Z. (2001). Implementing the seven principles of good practice in undergraduate education: Technology as lever. Accounting Education News, 9-10. Retrieved from http:// search.proquest.com/docview/205230022?accountid=35796
Davidson, G., & Maurer, M. M. (1995). Leadership in instructional technology. Techtrends, 40(3), 23-26.
Day, J. C., & Newburger, E. C. (2002). The Big Payoff: Educational Attainment and Synthetic Estimates of Work-Life Earnings. Special Studies. Current Population Reports.
DeBell, M., & Mulligan, G. (2005). Reasons for Adults’ Participation in Work-Related Courses, 2002-03. Issue Brief. NCES 2005-088. National Center for Education Statistics.
Gibson, M. L., Buche, M. W., & Waite, J. J. (2008). Technology support for the classroom: Technology alternatives to the traditional classroom. Journal of International Technology and Information Management, 17(1), 55-III. Retrieved from http://search.proquest.com/docview/205859984?accountid=35796
Hannon, A. M. (2022). Students’ Experiences with Academic Advising and Their Perceived Academic Success (Doctoral dissertation, Rowan University).
Indiana University Center of Postsecondary Research (n.d.). The Carnegie Classification of Institutions of Higher Education, 2021 edition, Bloomington, IN: Author.
Irwin, V., De La Rosa, J., Wang, K., Hein, S., Zhang, J., Burr, R., Roberts, A., Barmer, A., Bullock Mann, F., Dilig, R., and Parker, S. (2022). Report on the Condition of Education 2022 (NCES 2022-144). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/pubsearch/ pubsinfo.asp?pubid=2022144.
Johnson, S. D. (2022). Tracking Academic Success and Its Relationship with Student Success Center Usage and Demographics.
