ACADEMIC SUCCESS CENTERS IN U.S. UNIVERSITIES IN HISTORICAL PERSPECTIVE AND CONTEMPORARY CONDITIONS
DOI:
https://doi.org/10.31110/2616-650X-vol12i3-006Keywords:
higher education of the USA, academic success centers, universities in the USA, tutoring, learning skills, Information and Communication Technologies, academic success, student support servicesAbstract
This paper examines the evolution and impact of academic success centers within U.S. universities, particularly amidst changing student demographics, focusing on inclusivity. Academic success centers, centralizing educational services, have expanded beyond their origins to cater to diverse learners, including first-generation and marginalized student populations. By offering tutoring, study groups, support for students with disabilities, and learning skill development, academic success centers aim to reduce student attrition and promote degree completion. The study utilizes a comprehensive set of research methods, including a literature review, to analyze the transformation of academic success centers through four historical periods, reflecting shifts in educational needs and societal values. The results illustrate how academic success centers have become integral to academic success, expanding services to address higher education's preparedness and acclimatization challenges. With the introduction of Information and Communication Technologies and an understanding of diverse learning styles, academic success centers have innovated to provide centralized support services. The article concludes that the historical development of academic success centers reflects their ability to respond to students' changing needs and the university environment's evolution. From their beginnings as informal entities to their evolution into institutionalized centers, they have played an essential role in shaping students' academic success by adapting to societal changes, legislative influences, and advances in technology and research in education. The diverse services offered by academic success centers meet the needs of students with different educational backgrounds, learning styles, and socioeconomic status. The authors emphasize the need for further research on the effectiveness of academic success centers in U.S. universities and the possibilities of implementing best practices in Ukrainian universities.
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