ORGANIZATION AND MANAGEMENT OF ACADEMIC SUCCESS CENTERS IN U.S. UNIVERSITIES
DOI:
https://doi.org/10.31110/2616-650X-vol13i8-020Keywords:
academic performance, higher education, activities, USA, management, Academic Success CenterAbstract
The article discusses the organizational and pedagogical foundations of Academic Success Centers in US universities. It is found that the centers are part of the student services that began to develop in the early 21st century, and today they are an integral part of student support in US higher education institutions. The activities of the centers are governed by the Regulations, which define the mission, vision, and purpose of this structural unit of the university. The main functions of the Academic Success Centers are highlighted. It has been noted that the main source of funding for the centers' work is foundations, particularly the Kresge Foundation, which provides substantial financial support. The Jobs for the Future organization manages the network of Academic Success Centers and has been their coordinator since their inception. The centers are typically organized based on university libraries or in a separate building on campus. The staff of the center is organized according to a flexible model: the permanent team consists of several core staff members, and support in program implementation is provided by teachers on leave, interns, and students involved on a temporary basis. Managers must possess the appropriate qualifications and experience, and students applying for the positions of tutors or advisors must also meet high standards. Thus, a comprehensive analysis of the organizational, functional, and staffing features of Academic Success Centers at U.S. universities reveals that they play a crucial role in creating a favorable educational environment tailored to students' needs. The American experience with Academic Success Centers serves as a model of effective institutional practice, confirming the potential of systemic student support as a factor in transforming the educational process and improving the quality of higher education. Such a model is suitable for in-depth study and implementation in educational systems that focus on enhancing academic performance and ensuring equal access to education.
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