Browsing by Subject "academic bridge program"

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    Antiracist activities and policies for student-led study groups
    (Journal of College Academic Support Programs, 2022) Arendale, David R.; Abraham, Nisha; Barber, Danette; Bekis, B.; Claybourne, C.; Edenfeld, K.; Epps, K.; Hutchinson, K.; Jimenez, Juan; Killenbeck, K.; Pokhrel, R.; Schmauch, N.; Woodruff, R.
    Issues of race and marginalization do not often intersect with publications related to developmental education and learning assistance. They have been spaces that ignored them these issues. This guide to antiracism policies and practices for student-led study groups is based on a careful review of scholarly articles, books, and existing guides. While much has been written about culturally-sensitive pedagogies for K-16 classroom instruction, little has emerged for guiding peer study groups regarding antiracism practices. This guide helps address this gap in the literature. In addition to its use for academic study groups, this guide is useful for faculty members to incorporate antiracism learning activities and pedagogies into their courses. This guide identifies 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.
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    History of the Integrated Learning Course: Creation, conflict, and survival
    (Colleagues of Color for Social Justice, 2022) Schelske, Bruce; Schelske, Sharyn; Arendale, David
    In 1972, the Integrated Learning (IL) course was developed at the University of Minnesota to meet the academic and cultural transition needs of their TRIO Upward Bound summer bridge program students as they prepared to enter college. The IL course was an early example of a linked course learning community. A historically-challenging college content course such as Introduction to Anatomy and Physiology or Law in Society was linked with an IL course. The IL course is essentially an academic support class customized to use the content of its companion class as a context for mastering learning strategies and orienting students to the rigor of the college learning environment. The history of the IL course provides lessons for creating, sustaining, and surviving daunting campus political and financial challenges that could face any new academic or student affairs program. The TRIO program leveraged its modest budget and personnel for the IL course approach which flourished and withstood changing economic and political forces that could have terminated the innovative approach to academic support. Lessons from this history of creation, conflict, and survival could be applied to other programs in a postsecondary setting.