Academic journal article Journal of College Reading and Learning

A Note from the Editorial Team

Academic journal article Journal of College Reading and Learning

A Note from the Editorial Team

Article excerpt

In this issue of the Journal of College Reading and Learning (JCRL), there is much to learn about research and practice in the field.

In "Investigating the Syllabus as a Defining Document," author Joy BowersCampbell challenges the research on the lexicon of syllabi for developmental reading courses. The article challenges the syllabi-in-a-box approach and asks that research exponentially grow toward a lexicon that is inclusive of the student experience prior to registering and testing into a developmental reading course. In the second article, "Impact of a Student Success Course on Undergraduate Academic Outcomes," Leah D. Hoops, Shirley L. Yu, Andrea Backscheider Burridge, and Christopher A. Wolters not only present the extensive research on academic success centers but also take us to a deeper level of research that simultaneously examines both student learning and performance. The comprehensive study reveals that more work needs to be done and more research should be provided. In fact, the authors provide further examination into the research and work for student success centers, first-year experience courses, and self-regulated learning. In "Differential Benefits of Attending Supplemental Instruction for Introductory, Large-Section, University U.S. History Courses," Emily J. Summers, Taylor W. Acee, and Gail R. Ryser provide an historical overview for a Supplemental Instruction (SI) model and look at how changing the statistical lens digs deeper into the field of research for SI. …

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