J-CASP

Retention gaps don't close by accident. Students who completed a five-week academic support course persisted to the next term at meaningfully higher rates than their matched peers, even after controlling for prior GPA, financial aid status, and first-generation status. A finding worth citing in your next literature review. Worth bringing to your next program review. Anna Gavrilova, PhD & Jill D. Jenson at the University of Minnesota Duluth show what's possible when short-term, research-based support is done right. Read the full study in J-CASP Vol. 8 No. 1 👉 https://lnkd.in/gSARC35a Is your institution using short-term academic support courses? What's working? #StudentSuccess #StudentRetention #HigherEducation #DevelopmentalEducation #JCASP

Vol. 8 No. 1 of J-CASP is live, and there are a few things in it worth pointing out. We have three peer-reviewed Feature Articles, five Promising Practices from working programs, and one Book Review — each one chosen because it has something to offer both to the researchers studying the field and the people running programs in it. Where to start: the lead Feature follows 312 first-year students through a five-week academic support course at a Hispanic-Serving Institution. The methodology is tight. The persistence numbers are striking. And the program is genuinely replicable. Read the full issue (free, open access): https://lnkd.in/gSARC35a #JCASPv8n1 #HigherEducation #StudentSuccess #LearningCenter

Vol. 8 No. 1 of J-CASP is live, and there are a few things in it worth pointing out. We have three peer-reviewed Feature Articles, five Promising Practices from working programs, and one Book Review — each one chosen because it has something to offer both to the researchers studying the field and the people running programs in it. Where to start: the lead Feature follows 312 first-year students through a five-week academic support course at a Hispanic-Serving Institution. The methodology is tight. The persistence numbers are striking. And the program is genuinely replicable. Read the full issue (free, open access): https://lnkd.in/gSARC35a #JCASPv8n1 #HigherEducation #StudentSuccess #LearningCenter

Fresh off the press: J-CASP Summer 2025 (Vol. 7, No. 2)! This issue is more than just pages — it’s a milestone. We celebrate the remarkable 42-year career of Dr. Russ Hodges, co-founder and co-editor, whose vision shaped the journal and the field. We spotlight the Pioneer Prep Model at Texas Woman’s University — proving that innovative pathways can remove barriers and boost persistence. We sit down with John Gardner, founder of the First-Year Experience movement, to reflect on belonging, mentorship, and student success. And we showcase promising practices from academic recovery at HBCUs to career-aligned advising, peer tutor communities, and even reimagining peer tutoring as pedagogy. This issue is also a turning point: while we honor Dr. Hodges’ legacy, we welcome Dr. Jonathan Vontsteen as the new co-editor to carry the journal forward.

𝗪𝗵𝗮𝘁 𝗣𝗲𝗲𝗿 𝗘𝗱𝘂𝗰𝗮𝘁𝗼𝗿𝘀 𝗚𝗮𝗶𝗻 𝗪𝗵𝗶𝗹𝗲 𝗛𝗲𝗹𝗽𝗶𝗻𝗴 𝗢𝘁𝗵𝗲𝗿𝘀                                 Most research on peer educators focuses on the students they support, but what about the impact on the tutors and SI leaders themselves? In her new study, Dr. Rebecca Cofer flips the script and asks over 1,200 peer educators to reflect on their own experience working in campus learning centers. 𝗞𝗲𝘆 𝗳𝗶𝗻𝗱𝗶𝗻𝗴𝘀 • 𝗣𝗲𝗲𝗿 𝗲𝗱𝘂𝗰𝗮𝘁𝗼𝗿𝘀 𝗴𝗮𝗶𝗻 𝗮 𝗱𝗲𝗲𝗽𝗲𝗿 𝘂𝗻𝗱𝗲𝗿𝘀𝘁𝗮𝗻𝗱𝗶𝗻𝗴 𝗼𝗳 𝗵𝗼𝘄 𝗽𝗲𝗼𝗽𝗹𝗲 𝗹𝗲𝗮𝗿𝗻—including their own metacognition and learning strategies. • 𝗧𝗵𝗲 𝗺𝗼𝘀𝘁 𝗿𝗲𝘄𝗮𝗿𝗱𝗶𝗻𝗴 𝗮𝘀𝗽𝗲𝗰𝘁? Helping others “get it.” Witnessing students’ growth and those famous “ah-ha” moments was overwhelmingly cited. • 𝗠𝗮𝗻𝘆 𝗳𝗲𝗹𝘁 𝗺𝗼𝗿𝗲 𝗰𝗼𝗻𝗻𝗲𝗰𝘁𝗲𝗱 𝘁𝗼 𝗰𝗮𝗺𝗽𝘂𝘀—through relationships with peers, faculty, and a stronger sense of belonging. This study adds to the growing evidence that peer educators don’t just support success—they experience it. Yet, the study also calls out a mismatch: the impact of peer educators is well documented, but the funding and recognition for their programs rarely match. 𝗪𝗵𝗮𝘁 𝘁𝗵𝗶𝘀 𝗺𝗲𝗮𝗻𝘀 𝗳𝗼𝗿 𝗹𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗰𝗲𝗻𝘁𝗲𝗿 𝗹𝗲𝗮𝗱𝗲𝗿𝘀 Recruitment and training programs should emphasize not just service, but professional and personal growth. Highlight how these roles develop leadership, confidence, and lifelong learning skills. And when requesting institutional support, don’t forget: peer educators grow too. 🔗 Full article: https://lnkd.in/eHfkgUhw Journal of College Academic Support Programs, Vol. 5, Issue 2 #PeerTutoring #SupplementalInstruction #AcademicSupport #HigherEd #StudentSuccess #LeadershipDevelopment #LearningCenters #JCASP #EdResearch          

🎓 Do federally funded programs like the McNair Scholars Program effectively support marginalized students in accessing graduate education? That is precisely the question Dr. Rachel Renbarger and her colleagues set out to investigate—and their findings offer clear and important insights. Using national data and multilevel modeling, the research team analyzed outcomes for students in the McNair Scholars Program, which supports first-generation, low-income, and racially underrepresented undergraduates in their pursuit of doctoral degrees. So, does the program work? ✔️ Yes—with a key insight: The program is particularly effective in supporting students who go on to complete their undergraduate degrees, highlighting the importance of sustained academic engagement along the way. ✔️ The data suggest that the program’s effectiveness is determined by its implementation and the direct support it provides to students. ✔️ Simply put, thoughtful design and sustained student engagement are key to meaningful outcomes. Dr. Renbarger’s research delivers a timely reminder: expanding access is not enough—lasting success depends on how institutions support students through the entire academic journey. 💡 As a former McNair Scholar herself, Dr. Renbarger brings both personal experience and scholarly expertise to this work, offering a valuable perspective for researchers, practitioners, and policy stakeholders alike. 📖 Read the full article here: https://lnkd.in/eeKwFFtA #McNairScholars #GraduateSchoolAccess #HigherEducation #StudentSuccess #EducationalEquity #TRIOPrograms #RachelRenbarger