Student engagement with an academic support center during Covid-19
dc.contributor.author | Aucutt, Daniel William | |
dc.date.accessioned | 2021-11-09T20:38:48Z | |
dc.date.available | 2021-11-09T20:38:48Z | |
dc.date.graduationmonth | December | en_US |
dc.date.published | 2021 | en_US |
dc.description.abstract | The challenge to improve academic achievement for community college students has generated concern for decades, with renewed emphasis during the Coronavirus Pandemic of 2020-2021, known as Covid-19 (Roueche, 1968; West & Fabre, 2021). National and local initiatives for student success have been launched with mixed results from a broad coalition of champions (Smith, Baldwin, & Schmidt, 2015). The challenge of succeeding in higher education for many students suggests that a corresponding demand for academic support services would exist, but that has not been the universal student response at every institution (Friedlander, 1980; Hendriksen, Yang, Love, & Hall, 2005). Research has demonstrated the efficacy of academic support services for students when used, dispelling most doubts about their utility (Center for Community College Student Engagement, CCCSE, 2012; Kostecki & Bers, 2008). This quantitative study is about factors that relate to student engagement with an academic support center during Covid-19. That support center is the Tutoring and Academic Skills Center (TASC) at College of the Desert (COD) in Palm Desert, California. | en_US |
dc.description.advisor | Martha M. Ellis | en_US |
dc.description.degree | Doctor of Education | en_US |
dc.description.department | Department of Educational Leadership | en_US |
dc.description.level | Doctoral | en_US |
dc.identifier.uri | https://hdl.handle.net/2097/41726 | |
dc.language.iso | en_US | en_US |
dc.subject | Academic achievement | en_US |
dc.subject | Support services | en_US |
dc.subject | Student success | en_US |
dc.subject | Student engagement | en_US |
dc.title | Student engagement with an academic support center during Covid-19 | en_US |
dc.type | Dissertation | en_US |