Shanon C. Davis
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This research explores how the seven week academic intervention course, Academic Renewal Course and Coaching (ARCC) at the University of Dayton, affects student learning development and the parallel to decreasing attrition. The objective of this research was to extract the academic intervention practices and strategies that work best to increase academic performance amongst students who are academically and motivationally challenged. It also explains how and why student learning is affected when the appropriate conditions and resources aren’t identified and/or utilized by students. Academic intervention program assessment of ARCC is the all-encompassing purpose of this research. Through qualitative and quantitative data collection, the assessment revealed how effective ARCC is for students. Through personal interviews with former ARCC participants, the data showed how student’s sense of belonging, self-efficacy, and self-authorship are affected, along with transitional college adjustments. Students also shared that they gained additional knowledge about learning styles, learning environments, time management techniques, and note taking strategies. Post ARCC cumulative GPA reports revealed that students benefited from the course well into their collegiate career. This data, in combination with personal interviews revealed that students attributed their long term success to their ARCC involvement, as the course served as tool to get them back on track and fully acclimated. to college requirements.
Abd El Nasser A. Abd El Razek
Primary Advisor's Department
Counselor Education and Human Services
Stander Symposium poster
Arts and Humanities | Business | Education | Engineering | Life Sciences | Medicine and Health Sciences | Physical Sciences and Mathematics | Social and Behavioral Sciences
"Renew Your Interest...So your best potential can come to Light! Examining the Effectiveness of Academic Renewal Course & Coaching (ARCC)" (2016). Stander Symposium Projects. 680.
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