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Discussion: Academic Resources and Strategies
Discussion: Academic Resources and Strategies

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1. Clearly identify and accurately describe in detail at least three academic resources or strategies that can be applied to the Masters Nursing MSN program. 2. Clearly identify and accurately describe in detail at least three professional resources that can be applied to success in the nursing practice in general or in a specialty. 3. Clearly and thoroughly explain in detail how you intend to use these resources, and how they might benefit you academically and professionally.

Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph.

A longitudinal evaluation of the program showed promising and informative results: course taking patterns and achievement improved, and high school graduation and college enrollment rates improved. Evaluation of these 39 grantee schools and other AVID deployments suggests 10 lessons for improved readiness.

1. Teach skills for academic success, including organization, time management. In their research-based book Thriving in College and Beyond, authors According to Cuseo, Fecas and Thompson indicate that college students “who have difficulty managing their time have difficulty managing college” and point to the importance of developing these skills while in high school. Management of time and energy and learning to set priorities can make the difference between success and failure for new college students.

2. Embed tutorials in the learning process. Relationships and processes developed through tutoring can power academic success. AVID tutorials rely on small group processes and tap into local college students and online resources, making it affordable at scale.

3. Build strong student-teacher relationships. AVID CEO Sandy Husk said that leading districts in three states taught her about the primacy of student-teacher relationships.

Gallup’s The Engagement Gap report indicates that excellent teachers, supported by school leaders, keep students engaged in the learning process and hopeful about their own future. In fact, students who strongly agreed that their school is committed to building students’ strengths and that they have a teacher who makes them excited about the future are almost 30 times as likely to be engaged learners as their peers who strongly disagreed with both statements.

4. Create positive peer group for students. Increasing social awareness and peer-to-peer bonds is an important part of the AVID elective class, where students identify with a positive peer group (and even own it with t-shirts or other identifiers as other school clubs and co-curriculars do). As outlined in a CDC Report on school connectedness, students’ health and educational outcomes are influenced by the characteristics of their peers, such as how socially competent peer group members are or whether the peer group supports pro-social behavior (e.g., engaging in school activities, completing homework assignments, helping others).

5. Develop academic mindset and culture. Personal achievement gained through hard work and determination. In an interview with Harvard Business Review, mindset-guru Carol Dweck sums up a growth mindset: “In a growth mindset, challenges are exciting rather than threatening. So rather than thinking, oh, I’m going to reveal my weaknesses, you say, wow, here’s a chance to grow.”

6. Expect college eligible for all students. Sandy Husk said it’s not good enough to offer access to a college preparatory curriculum, system much demand equitable access for all students. AVID offers middle school courses to build academic language, leadership skills, and overall sense of commitment to school and college readiness goals. These courses prepare students for the rigors of a college preparatory curriculum in high school.

7. Encourage stretch courses and provide real-time support. Community college research suggests that students stretching to take for-credit “corequisite courses” with academic support rather than developmental courses were more likely to be successful in college. ASU has 25 years of positive experience with stretch courses.