Browsing by Subject "Academic Achievement"

Now showing 1 - 3 of 3
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    Academic Achievement & Parent Engagement in Latinx Families
    (2022-05-02) Ortega Monge, Diana; Garcia-Wilburn, Victoria; Sego, Daniel; Department of Occupational Therapy, School of Health and Human Sciences; Fuller, Tracy
    The purpose of this project was to increase understanding of the needs of Latinx parents when engaging in their children’s academics. Moreover, it was important to provide the community center with recommendations based on the study’s results so that the center may better serve Latinx parents. Five mothers from Lafayette, IN discussed their strengths, challenges, and desired resources when being involved in their children’s learning and school activities. Five major themes were identified in the interviews. Theme 1: Ensuring that their children were at school on time was identified by most participants as the primary responsibility of parents. Theme 2: Having good communication was described as the main responsibility of teachers. Theme 3: Most mothers said that making sure their children were completing their homework was their biggest strength. Theme 4: Most participants revealed the language barrier was the biggest challenge to being involved in their child’s academics. The language barrier made it difficult to communicate with teachers, help with homework, and often made them feel uncomfortable in the school setting. Theme 5: A couple of the mothers stated that they desired more tutoring resources because they did not have the knowledge needed to understand and help with assignments. Based on these themes and the poor enrollment of Latinx students at the community center’s youth program, it is recommended that the center implement a marketing plan to reach the Latinx community who is not utilizing the center’s tutoring and other resources.
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    The Science of College: Navigating the First Year and Beyond
    (Oxford University Press, 2020-03-02) Herzog, Patricia Snell; Harris, Casey T.; Morimoto, Shauna A.; Barker, Shane W.; Wheeler, Jill G.; Barnum, A. Justin; Boyd, Terrance L.; Lilly Family School of Philanthropy
    The transition to adulthood is a complex process, and college is pivotal to this experience. "The Science of College" aids entering college students--and the people who support them--in navigating college successfully, with up-to-date recommendations based upon real student situations, sound social science research, and the collective experiences of faculty, lecturers, advisors, and student support staff. The stories captured in this book highlight how the challenges that college students encounter vary in important ways based on demographics and social backgrounds. Despite these varied backgrounds, all students are more likely to have successful college experiences if they invest in their communities. Universities have many resources available, but as this book will show, students need to learn when to access which resources and how best to engage with people serving students. This includes having a better awareness of the different roles held by university faculty and staff, and navigating who to go to for what, based upon understanding their distinct sets of expertise and approaches to support. There is no single template for student success. Yet, this book highlights common issues that many students face and provides science-based advice for how to navigate college. Each topic covered is geared towards the life stage that most college students are in: emerging adulthood. In addition to the student-focused chapters, the book includes appendixes with activities for students, tips for parents, and methods information for faculty. Supplemental website materials suggest classroom activities for instructors who adopt this book within first-year seminars and general education courses.
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    Strengthening Community Schools Through University Partnerships
    (2013) Officer, Starla D.H.; Grim, Jim; Medina, Monica A.; Bringle, Robert G.; Foreman, Alyssa
    Given the mounting call for academic achievement gains in America’s public schools— particularly urban schools labeled “failing”—the need for community engagement to tackle a host of underlying social challenges warrants the resources of the nation’s colleges and universities (Harkavy & Hartley, 2009). Because colleges and universities are often underutilized anchors of resources in communities, coordinated alignment of K-12 and higher education goals can create a seamless pipeline of educational attainment for communities challenged to produce high academic achievement. Higher education’s engagement with community schools further helps to address the whole child and their families in K-12 education by expanding the opportunities for the students and community to access necessary support services. Drawing upon experiences of Indiana University Purdue University Indianapolis (IUPUI) and collaboration with its adjacent neighborhoods, this article illustrates the transformative and relevant impact of university and community engagement, as well as new pedagogical approaches to teaching, learning, and training. This article reflects upon the experiences of IUPUI and nearby George Washington Community High School as it can uniquely serve as a roadmap for other school community/university partnerships that are interested in embarking upon a similar education reform path.