Document Type
Article
Publication Date
1-1-2011
Originally Published In
Research in Higher Education Journal,
Volume Number
12
Issue Number
1
Page Numbers
1-8
Downloads before May 2022
84
Abstract
Community colleges are attracting many first generation minority students. A question often asked is how can a college, faculty, and staff promote student achievement, particularly to underrepresented groups? One of the courses required at a South Texas community college, serving a predominately Hispanic population, is a College Success Course. Courses such as these are designed to facilitate students in developing the necessary skills/a college. The study explored the perceptions of counselors and students regarding the effectiveness of a College Success Course as a counseling intervention and as it related to improved student skills and achievement. The study included a between interviews were conducted with six counselors who taught the College Success Course. The students that received the College Success Course intervention completed a personal skills survey with open-ended questions. The constant comparative method was utilized to analyze the additional qualitative data (Patton, 2002). The findings of the qualitative portion of the study indicated that the College Success Course was viewed overall by s effective counseling intervention to improve student success skills. Students completed Nelson and Low’s (2004) College Version Emotional Skills Assessment Process (ESAP). Descriptive statistics and a one (ANOVA) were completed to compare the posttest ESAP scores of the intervention groups in comparison with the control groups. The ANOVA was significant in the assertion scores only. Although the quantitative statistical significance was limited, t facilitating them in improving their study skills.
