http://hdl.handle.net/20.500.12164/3299 2026-03-27T00:54:40Z http://hdl.handle.net/20.500.12164/159 Title: Coupons for success: A marketing incentive in academic support Authors: Rennar-Potacco, Donna; Chen, Peter; Desroches, Danielle; Chisholm, Daniel R.; DeYoung, Sandra Abstract: How does a Coupon Incentive Program motivate students to seek academic support in high-risk courses? Results from this study demonstrated that the Coupon Incentive Program was effective in motivating voluntary student attendance and improving student outcomes. Recommendations related to implementation of the Coupon Incentive Program are discussed. 2013-01-01T00:00:00Z http://hdl.handle.net/20.500.12164/157 Title: The business of academic support Authors: Rennar-Potacco, Donna; DeYoung, Sandra Abstract: Academia has traditionally avoided adopting the fast-paced, profit-oriented operational style that accompanies corporate culture. However, a business model can be successfully adapted to the unique needs of an academic institution, discipline, faculty, and students through the selective adoption of business principles. A classic marketing mix theory was used with other basic marketing principles to promote an academic support area that struggled to convince students to voluntarily use their services. An adaptation of this model is presented along with the methodology that was used to develop it. 2007-01-01T00:00:00Z http://hdl.handle.net/20.500.12164/143 Title: Rethinking academic support: Improving the academic outcomes of students in high-risk STEM courses with synchronous videoconferencing Authors: Rennar-Potacco, Donna; Orellana, Anymir; Chen, Peter; Salazar, Andres Abstract: This article presents findings of a study conducted to determine the impact of academic support provided through videoconferencing on the academic outcomes of Science, Technology, Engineering, and Mathematics students enrolled in high-risk science courses in higher education. A quasi-experimental nonequivalent posttest only design was employed to determine if grade and retention outcomes of students receiving online academic support through videoconferencing were equivalent to outcomes received by students receiving face-to-face academic support and students not receiving academic support. Data from 1,276 students were analyzed and significant differences were found in rate of retention and final grades of “Cs or above” among the three groups. The untutored group had the lowest rate. There was no significant difference in retention or final grade proportions for online and face-to-face groups, providing evidence that synchronous academic support through videoconferencing is as effective as face-to-face academic support. 2016-01-01T00:00:00Z http://hdl.handle.net/20.500.12164/132 Title: Partnerships in learning: A faculty-academic support center collaboration to enhance STEM student success Authors: Rennar-Potacco, Donna; Desroches, Danielle; Chen, Peter; Saturen, Valerie 2016-01-01T00:00:00Z