A College Assistance Migrant Program Learning Community: A Faculty, Staff and Student Collaborative Approach
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| Title: | A College Assistance Migrant Program Learning Community: A Faculty, Staff and Student Collaborative Approach |
|---|---|
| Language: | English |
| Authors: | Genareo, Vincent R., Meyer, Amber, Burgess, Claudia R., Soto Ramirez, Nina |
| Source: | Learning Communities Research and Practice. 2021 9(1). |
| Availability: | Evergreen State College's Washington Center, the National Resource for Learning Communities. 2700 Evergreen Parkway NW, SEM II E2115, Olympia, WA 98505. Tel: 360-864-6606; Fax: 360-867-6662; e-mail: washcenter@evergreen.edu; Web site: http://wacenter.evergreen.edu/journal |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Programs, Migrant Programs, Migrants, College Freshmen, Academic Advising, Tutoring, Tutors, Teacher Student Relationship, Grants, Federal Aid, School Orientation, Socialization, Teacher Collaboration, Program Evaluation |
| Geographic Terms: | Maryland |
| ISSN: | 2375-804X |
| Abstract: | In 2019, [Sunny] (City, State) was awarded a federal College Assistance Migrant Program (CAMP) grant designed to provide necessary support for the first-year success of migrant and seasonal farmworkers and their direct families. This article describes programming of the CAMP grant, focusing on how it functions as a learning community through its advising, tutoring, faculty partnerships, and other supports intended to provide academic, social, and personal success to its participants. Recommendations are offered for lessons learned about communicating with students, working with tutors, selecting faculty for strong partnerships, and evaluating learning communities. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1320384 |
| Database: | ERIC |
| Abstract: | In 2019, [Sunny] (City, State) was awarded a federal College Assistance Migrant Program (CAMP) grant designed to provide necessary support for the first-year success of migrant and seasonal farmworkers and their direct families. This article describes programming of the CAMP grant, focusing on how it functions as a learning community through its advising, tutoring, faculty partnerships, and other supports intended to provide academic, social, and personal success to its participants. Recommendations are offered for lessons learned about communicating with students, working with tutors, selecting faculty for strong partnerships, and evaluating learning communities. |
|---|---|
| ISSN: | 2375-804X |
