Bolstering First-Year Success through Digital Tools

Autor/inn/en	Maruco, T.; Corwin, Z.; Rocha, C.; Romero-Morales, M.
Institution	University of Southern California, Pullias Center for Higher Education
Titel	Bolstering First-Year Success through Digital Tools
Quelle	(2020), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Higher Education; Information Dissemination; Access to Information; Educational Technology; Technology Uses in Education; At Risk Students; Student School Relationship; High Schools; High School Students; College Students; Academic Persistence; Student Personnel Services; Telecommunications; Student Participation; College Freshmen; Program Effectiveness; Grade Point Average; Enrollment; Summer Programs; College Readiness; California + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Informationsverbreitung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schüler-Lehrer-Beziehung; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Collegestudent; Telekommunikationstechnik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Studienanfänger; Einschulung; Sommerkurs; Kalifornien
Abstract	To address the challenges of fostering a sense of belonging and ultimately improving academic success, the University of Southern California 's (USC's) Pullias Center for Higher Education and the Get Schooled Foundation partnered with California State University Dominguez Hills (CSUDH) to create an online tool called "Toros Charge On!" Building on the success of a digital college access intervention implemented in high schools across California, the "Toros Charge On!" campaign was designed to assist students in navigating campus resources and learning skills conducive to college success. The approach did not "reinvent the wheel" in terms of programming. Instead, the project was designed to amplify services already implemented by on-the-ground practitioners and increase first-year persistence through an engaging, scalable, and cost-effective digital ecosystem. Objectives of the digital approach include bolstering sense of belonging on campus, building financial literacy, promoting self-care, cultivating study skills, and fostering meaningful use of summer break. In the 2018-2019 academic year, first time, first-year students registered for the online platform program by accepting an invitation to create a "Toros Charge On!" Get Schooled account using their @csudh.edu email address or "opting in" via text. Approximately one third of CSUDH first-year students participated in the campaign. The authors tracked engagement by: (1) analyzing activity on the Get Schooled server; and (2) interviewing students and CSUDH staff about their reaction to the campaign. Regression results indicate, on average, "Toros Charge On!" participants experienced the following (compared to students who did not participate in the campaign): (1) higher GPA; (2) more units completed; and (3) more likely to enroll in second year. Results also suggest that "Toros Charge On!" was particularly beneficial for students who were not able to participate in other first-year events. (ERIC).
Anmerkungen	Pullias Center for Higher Education. University of Southern California Rossier School of Education, Waite Phillips Hall Room 701, 3470 Trousdale Parkway, Los Angeles, CA 90089. Tel: 213-740-7218; Fax: 213-740-3889; e-mail: pullias@usc.edu; Web site: http://pullias.usc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01