Built-In Academic Support
1.4 Building-In Academic Support
Why is it important?
Built-in student support, such as creating a review module, connecting students with campus resources, and helping them develop soft skills, is crucial for classroom success. These supports ensure students are academically prepared, aware of available resources, and equipped with essential skills like time management and communication. While academic remediation courses have been shown to negatively impact student success due to extending the cost and length of higher education, supporting underprepared students is important (Boatman & Long, 2011; Martorell & McFarlin, 2011). Several articles have reported that students who participate in remediation are more likely to persist in college and complete a bachelor’s degree (Yolak et al., 2019; Bettinger & Long, 2009). Embedding these resources into college courses can help support students with academic gaps, removing the financial barriers of remedial education.
How can we implement it?
Students come to your course from different academic and social backgrounds and with different ability levels. Consider creating a review module to ensure students have the academic knowledge to succeed in your course. These modules could focus on developing soft skills, alleviating academic and physical ability needs, building community, or reviewing content from a prerequisite course. Review modules can help level the ground for students at the beginning of the course. These modules can be supplemented throughout the semester by connecting students with campus resources, such as tutoring centers, mental health support, student support groups, DRES, and others as they relate to your course content.
References
Bettinger, E. P., & Long, B. T. (2009). Addressing the Needs of Underprepared Students in Higher Education: Does College Remediation Work? The Journal of Human Resources, 44(3), 736–771. http://www.jstor.org/stable/20648915
Boatman, A., & Long, B. T. (2018). Does Remediation Work for All Students? How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation. Educational Evaluation and Policy Analysis, 40(1), 29–58. http://www.jstor.org/stable/44985445
Martorell, P., & McFarlin, I. (2011). The impact of remedial education on academic and labor market outcomes: Evidence from a community college system. Journal of Human Resources, 46(3), 611-648. https://doi.org/10.1353/jhr.2011.0028
Yolak, B. B., Kiziltepe, Z., & Seggie, F. N. (2019). The Contribution of Remedial Courses on the Academic and Social Lives of Secondary School Students. Journal of Education, 199(1), 24-34. https://doi.org/10.1177/0022057419836434
Resources 1.4: Building-In Academic Support
Checklist for this section:
Reviewing content from a prerequisite course
Connecting students with campus resources
Creating a review module
A review module at the beginning of the semester can help students refresh their knowledge and skills, ensuring they start the course on a strong footing. It also helps identify and address any gaps early on, promoting a smoother and more confident learning experience throughout the semester.
| Step | Details |
|---|---|
| Identify Gaps | Determine the specific topics, concepts, and soft skills (e.g., time management and communication) that are assumed students have before taking the course. |
| Craft Learning Goal | Craft clear and measurable learning goals for the review module (See primary purpose and goals). |
| Gather Resources | Collect relevant materials such as textbooks, articles, videos, and practice exercises (see Illinois Student Resources) |
| Design the Module Structure | Organize the content into manageable sections or units. Each section should focus on a particular topic or skill. |
| Add Interactions | Incorporate quizzes, discussion prompts, and group activities to engage students actively. |
| Develop Assessment Tools | Design formative assessments to gauge student understanding and provide feedback. These can include self-assessment quizzes, peer reviews, and reflective journals. |
| Pilot and Reflect | Roll out the module to the entire class. Monitor student progress and participation and be available to provide support and clarification as needed. |
Illinois Student Resources
- Student Lingo Videos are hosted by the Illinois Jeffries Center (former Office of Minority Student Affairs, OMSA). It requires you to log in with your Illinois credentials. Learner Dashboard (studentlingo.com)Links to an external site.
- University Resources (CITL): eText: Why Learn How to Learn?, Learning How to Learn, eText at Illinois
- OpenStax College Success is a comprehensive and contemporary resource that serves First Year Experience, Student Success, and College Transition courses. Its robust instructor ancillaries will include lecture slides, an instructor resource manual, a test bank, and other resources.
OpenStax. (n.d.). College Success. Open Textbook Library. Retrieved from https://open.umn.edu/opentextbooks/textbooks/889
- OpenStax College Success Concise focuses on First Year Experience, Student Success, and College Transition courses, and can also be used as a supplementary resource in courses across the curriculum.
OpenStax. (n.d.). College success concise. OpenStax. Retrieved August 14, 2024, from: https://openstax.org/details/books/college-success-concise
- LibreTexts - College Success. Reference: Anonymous. (n.d.). College Success. LibreTexts. Retrieved from https://socialsci.libretexts.org/Bookshelves/Counseling_and_Guidance/College_Success
- How to get the most out of studying - video series. (81) How to Get the Most Out of Studying Video Series - YouTube
Developing soft skills
- Time Management Activities: Offer workshops or online modules on effective time management strategies. For example, a session on creating study schedules, prioritizing tasks, and avoiding procrastination.
- Communication Exercises: Include activities like role-playing scenarios to practice public speaking and interpersonal communication. For example, in a psychology class, students could role-play therapist-client interactions.
- Reflective Journals: Encourage students to keep journals where they reflect on their learning experiences and personal growth. For example, in an education course, students could write weekly entries about their teaching practice observations.
Alleviating academic needs
- Diagnostic Quizzes: At the start of the semester, provide quizzes on key topics to identify areas where students need more practice and connect them with academic resources. For example, a math quiz covering algebra, calculus, and statistics basics.
- Interactive Tutorials: Create video tutorials or interactive modules on challenging topics. For instance, a chemistry tutorial on balancing chemical equations with step-by-step instructions and practice problems.
- Peer Teaching: Organize study groups where students take turns teaching each other different concepts. For example, in a history class, students could present on different historical events or figures.
- Diagnostic Quizzes: Before a major examination (e.g., quiz or exam), provide practice quizzes or activities on key topics to identify areas where students need more practice.
- Extended Office Hours: Before a major examination (e.g., midterms or finals), offer additional office hours that allow students to have more opportunities to ask questions and seek clarification on content.
Physical ability needs
Connect the students with the Disability Resources and Educational Services office (DRES) to ensure they receive the support they need.
Provide tutorials on using adaptive technologies and software that can aid in completing course requirements. For example:
- Add training on voice-to-text software or digital art programs.
- Use virtual labs and simulations to allow students to engage with the experiments without physical strain.
- Incorporate group work where peers can assist with physical tasks.
- Adapt dance routines to include seated or modified movements.
- Use video recordings to allow students to practice at their own pace and provide feedback through virtual sessions.
- Offer digital art tools and software that can be used with adaptive devices.
Please contact DRES for more information about supporting students with physical needs to meet the ability level expected in the course.
Building community
- Icebreaker Activities: Use activities like “Two Truths and a Lie” or “Human Bingo” to help students get to know each other. For example, in the first class, students could share two true facts and one false fact about themselves, and others guess which is the lie.
- Group Projects: Assign collaborative projects that require teamwork. For example, in a business course, students could work together to create a business plan or marketing strategy.
- Discussion Forums: Set up online discussion boards where students can post questions, share resources, and discuss course material. For example, a literature class could have a forum for discussing themes and characters in assigned readings.
For more information about building community in the classroom, see Community.
Reviewing content from a prerequisite course.
Integrating review components into a course to cover material from prerequisite courses can be highly beneficial for students. Here are some strategies that faculty can use:
| Strategy | Description |
|---|---|
| Pre-Course Diagnostic Assessments | Purpose: Identify gaps in students’ knowledge. Strategy: Create a diagnostic test covering key concepts from prerequisite courses. Use the results to tailor review strategies. |
| Weekly Review Sessions/Activities | Purpose: Reinforce foundational knowledge Strategy: Dedicate a portion of weekly classes to review important concepts. Use a mix of lectures, discussions, and problem-solving activities. |
| Integrated Review Assignments | Purpose: Apply prerequisite knowledge in current coursework. Strategy: Design assignments that require students to use concepts from previous courses. Provide feedback highlighting areas needing improvement. |
| Online Review Modules | Purpose: Offer flexible, self-paced review options. Strategy: Develop online modules with videos, quizzes, and interactive content. Allow students to complete these at their own pace. |
| Peer-Led Study Groups | Purpose: Encourage collaborative learning. Strategy: Organize study groups where students can review material together. Assign peer leaders who excelled in the prerequisite courses. |
| Office Hours and Tutoring | Purpose: Provide time and space for students to clarify their questions Strategy: Encourage students to attend office hours for help with review material. Set up tutoring sessions focusing on prerequisite content. |
| In-Class Polls and Quizzes | Purpose: Continuously assess understanding and participate in class Strategy: Use tools like clickers or online polls to quiz students on prerequisite knowledge during lectures. Review the results in real time to address any misconceptions. |
| Review Workshops | Purpose: Intensive review sessions. Strategy: Schedule workshops at the beginning or mid-semester focusing on key prerequisite topics. Invite guest lecturers or advanced students to lead these sessions. |
| Flipped Classroom Approach | Purpose: Maximize in-class review time. Strategy: Assign review material as homework (videos, readings) and use class time for interactive activities that reinforce these concepts. |
| Feedback Loops | Purpose: Continuously improve review strategies. Strategy: Collect feedback from students on the effectiveness of review components. Adjust strategies based on their input. |
By incorporating these strategies, faculty can help ensure that students have a solid understanding of prerequisite material, which will support their success in the current course.
Connecting students with resources
Consider connecting students with resources across campus to support their needs. The University of Illinois offers a wide array of resources to ensure students' needs are being addressed.
Resources for Students | University of Illinois Urbana-Champaign