Supporting Academic Success:

Abstract

Formed in the Fall of 1993 in the Schools of Allied Health Professions, Psychology, Social Work, Education, and Nursing at the University of Wisconsin-Milwaukee, the Supporting Academic Success Program is an educational, service delivery support model. The program incorporates the University's mission of teaching, research, and service in a collaborative effort with the Milwaukee Center for Independence. The Norris Health Center through Student Affairs is funding this project. The continuation of the program will be provided by grants in 1996.

Mapping Occupational Therapy Practice with Postsecondary Students: A Scoping Review

“…Of the final 25 articles, two of them were qualitative designs (Berg, Jirikowic, Haerling, & MacDonald, 2017;McCausland, Bazyk, & Kerns, 2012). Ten articles of the final 25 were primarily descriptive in nature (Best, Still, & Cameron, 2008;Burnett-Beaulieu, 1984;Burnett & Yerxa, 1980;Burson, 2003;Eichler, Hoevet, & Royeen, 2015;Eichler & Royeen, 2016;Jacobs, Selby, & Madsen, 1996;Nolan & MacCobb, 2006;Smallfield, Benda, & Siefkes, 2011), while 11 articles were intervention studies (Gutman, Kerner, Zombek, Dulek, & Ramsey, 2009;Keptner et al, 2016;Keptner, 2017;Lewis & Nolan, 2013;Malcolm & Roll, 2019;Quinn, Gleeson, & Nolan, 2014;Schindler, 2014;Schindler, 2018;Schindler, Cajiga, Aaronson, & Salas, 2015;Schindler & Sauerwald, 2013).…”

“…Both direct and indirect services through Offices of Disability Services (Lewis & Nolan, 2013), assistive technology services (Malcolm & Roll, 2019), and in a student health clinic (Eichler et al, 2015;Eichler & Royeen, 2016) were described. Alternative forms and frequencies of services were also described, including a short-term group intervention (Keptner, 2017;Keptner et al, 2016), a first-year experience course (Smallfield et al, 2011), and "as needed" occupational therapy services in a multidisciplinary dropin center (Jacobs et al, 1996). (2014) Outcomes.…”

“…Positive outcomes included higher enrollment in an academic program after participation (Gutman et al, 2009;Schindler et al, 2015;Schindler & Sauerwald, 2013), improved academic skills, increased competency in student role, enhanced social skills and professional behaviors, and more confidence . Jacobs, Selby, and Madsen (1996) reported improved individual goal attainment among students with common goals, including coping with stress, extending social outlets, improving study skills, selfawareness, and self-esteem, decreasing negative self-talk, exploring leisure activities, and decreasing anxiety. Improvements were also noted with occupational performance and satisfaction with performance (Keptner, 2017;Keptner et al, 2016;Malcolm & Roll, 2019;Schindler, 2014;Schindler et al, 2015), use of sensory-friendly testing environments (Lewis & Nolan, 2013), and program completion rates (Best et al, 2008).…”

“…Most of the articles were descriptive in nature without a strong focus on outcomes data from intervention (Best et al, 2008;Burnett-Beaulieu, 1984;Burnett & Yerxa, 1980;Burson, 2003;Eichler et al, 2015;Eichler & Royeen, 2016;Nolan & MacCobb, 2006;Smallfield et al, 2011). Other articles were limited by a small sample (Berg et al, 2017;Gutman et al, 2009;Jacobs et al, 1996;Keptner et al, 2016;Keptner, 2017;Lewis & Nolan, 2013;McCausland et al, 2012;Quinn et al, 2013;Schindler et al, 2015). Of those that measured outcomes following an intervention, eight lacked a control group (Best et al, 2008;Keptner et al, 2016;Keptner, 2017;Schindler et al, 2015;Schindler, 2014;Schindler, 2018;Schindler & Sauerwald, 2013).…”

Using Learning Dimensions within the Effective Life-long Leaning Inventory (ELLI) as Indicators of Academic Success in Biosciences

“…Academic success has been attributed to many factors, such as economic, social, cognitive, gender, and approaches to learning (Cattell 1965;Jacobs et al, 1996;Mills et al, 2009;Biggs and Tang, 2011;Herrmann et al, 2016), but there is less clear evidence to link learning dispositions to academic success. It would be pertinent, therefore, to examine the qualities and dispositions of effective successful learners, as measured by the ELLI.…”