Academic assistance centers: focusing on psychosocial variables of academic success for multicultural and academic probation students.

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dc.contributor.author Morgan, Troy P.
dc.date.accessioned 2011-07-25T18:16:55Z
dc.date.available 2011-07-25T18:16:55Z
dc.date.issued 2011-07-25
dc.identifier.uri http://hdl.handle.net/2097/10746
dc.description.abstract Student affairs personnel in higher education have an extraordinary ability to affect positively the academic, personal, social, emotional, and vocational development of students, as well as to provide an understanding of the challenges that students experience. In addition, an increase in investigating student success, as well as how to quantify success has occurred. The purpose of this report is to reflect the areas of student development upon which student affairs personnel can have a profound impact—that being the psychosocial variables to student success. In combination with exploring how Academic Assistance Centers (AAC’s) focus on psychosocial factors that influence student success, this report looks at the similarities between theory and the pragmatic programming that one particular Midwestern university employs to help facilitate student awareness and practice of psychosocial factors. The overarching belief of the author is that students can and will find success through challenge and support. This report will demonstrate, through a brief history of the challenges that higher education has faced, how student affairs personnel are often times the first and last line of defense in student support. Moreover, student affairs personnel have been charged with the task of providing support to an ever growing diverse student body in addition to providing the proper support needed to enhance the academic and personal success of such a diverse student body. Through a review of the literature investigating student attrition as well as retention, two subgroups of undergraduates were specifically identified as to how academic assistance centers can facilitate their success and, ultimately, their retention. The two subgroups are students who identify as multicultural and students who are on academic probation. Lastly, the author offers suggestions on what student affairs personnel, as well as higher education, can do to facilitate holistic student development and promote the awareness of psychosocial variables that will aid students in their academic development and success. en_US
dc.language.iso en_US en_US
dc.publisher Kansas State University en
dc.subject Psychosocial en_US
dc.subject Multicultural en_US
dc.subject Academic probation en_US
dc.subject Academic Success en_US
dc.subject College Students en_US
dc.title Academic assistance centers: focusing on psychosocial variables of academic success for multicultural and academic probation students. en_US
dc.type Report en_US
dc.description.degree Master of Science en_US
dc.description.level Masters en_US
dc.description.department Department of Special Education, Counseling and Student Affairs en_US
dc.description.advisor Brandonn S. Harris en_US
dc.subject.umi Adult Education (0516) en_US
dc.subject.umi Counseling Psychology (0603) en_US
dc.subject.umi Educational Psychology (0525) en_US
dc.date.published 2011 en_US
dc.date.graduationmonth August en_US

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