Greater Innovation, Greater Success: Academic Outreach and Recovery Coaching
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| Title: | Greater Innovation, Greater Success: Academic Outreach and Recovery Coaching |
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| Language: | English |
| Authors: | Austin Dixon (ORCID |
| Source: | Journal of College Academic Support Programs. 2025 7(1):61-65. |
| Availability: | Journal of College Academic Support Programs. Tel: 512-585-2416; e-mail: JCASP_editor@txstate.edu; Web site: https://journals.tdl.org/jcasp/index.php/jcasp |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Instructional Innovation, Success, Outreach Programs, COVID-19, Pandemics, Learner Engagement, College Students, Student Behavior, State Universities, Academic Support Services, Student College Relationship, Student Attitudes, Repetition, Required Courses, Quality of Life, Social Life |
| Geographic Terms: | Texas (Houston) |
| ISSN: | 2577-9990 |
| Abstract: | Learning loss is a phenomenon that, due to COVID-19, created shifts across postsecondary instruction, engagement, and support (Salazar, 2023a). As highlighted in a report by Salazar (2023b), learning loss is a "drastic shift in preparedness and learning behaviors that come with entering the classroom post-pandemic" (p. 1), potentially increasing numerous academic skills gaps. Additionally, students have been more frequently prioritizing their life loads--the sum of a student's work, family, health, and social commitments (Hews et al., 2022). In many instances, these life loads are overprioritized to the extent that it is detrimental to students' academic responsibilities and overall learning. As part of their post-pandemic academic experiences, students have shown a greater need for digital competencies, flexible learning, and teacher care and enthusiasm (Hews et al., 2022). To effectively cater to the evolved learning needs of students, institutions may have pivoted their approaches and interventions, especially within learning and academic support areas. In response to the growing need for creative, innovative, and intentional academic support, the Academic Success Center (ASC) at Sam Houston State University (SHSU) has launched various academic coaching-based initiatives and interventions to empower students to evolve metacognitively and thrive academically. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463169 |
| Database: | ERIC |
| Abstract: | Learning loss is a phenomenon that, due to COVID-19, created shifts across postsecondary instruction, engagement, and support (Salazar, 2023a). As highlighted in a report by Salazar (2023b), learning loss is a "drastic shift in preparedness and learning behaviors that come with entering the classroom post-pandemic" (p. 1), potentially increasing numerous academic skills gaps. Additionally, students have been more frequently prioritizing their life loads--the sum of a student's work, family, health, and social commitments (Hews et al., 2022). In many instances, these life loads are overprioritized to the extent that it is detrimental to students' academic responsibilities and overall learning. As part of their post-pandemic academic experiences, students have shown a greater need for digital competencies, flexible learning, and teacher care and enthusiasm (Hews et al., 2022). To effectively cater to the evolved learning needs of students, institutions may have pivoted their approaches and interventions, especially within learning and academic support areas. In response to the growing need for creative, innovative, and intentional academic support, the Academic Success Center (ASC) at Sam Houston State University (SHSU) has launched various academic coaching-based initiatives and interventions to empower students to evolve metacognitively and thrive academically. |
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| ISSN: | 2577-9990 |
