Forum for International Research
on Students and Teaching
Forum for International Research
on Students and Teaching:
A journal devoted to exploring learning skills, academic success, and developmental education
We welcome APA formatted research articles that demonstrate the impact of academic programming or specific learning skills on student performance.
Of particular interest are articles that address measurement and evaluation procedures; program design and implementation; research and pedagogy as they inform, or are informed by, current theory; and interdisciplinary approaches to academic programming and services that incorporate learning skills to support academic success. While we continue to serve as a space to share research in developmental education, we recognize that developmental education has been incorporated into a variety of programs and our broadened mission and call welcomes collaborative and inclusive approaches to supporting our students, faculty, and staff.
NYCLSA's journal was originally released as Research and Teaching in Developmental Education (RTDE). The Forum for International Research on Students and Teaching (FIRST) reflects the changes of our organization and higher education in the past forty years. We are not, however, abandoning our past. Each issue will focus on new research articles, resource reviews, and a column on the practice of teaching, as well as a reprinting of an article from RTDE.
Questions and concerns regarding FIRST can be directed to the editor, Dr. Nichole LaGrow.
For more information on submitting a manuscript please visit our Submission Guidelines.
Vision, Aims & Scope, Open Access Commitment
The Editorial Board of the FIRST has been hard at work reframing our journal’s vision, aims, and scope. As a board, we have made a commitment to revisit these statements biannually in order to ensure that our journal remains current within the field of higher education.
These resources not only guide our editorial board in selecting and including articles in our journal. They also guide our authors in determining if the journal is a good space to showcase their scholarship. And they also guide you, as the reader, to alert us if the content we share is not in line with our purpose or does not help us reach our aspiration.
These resources not only guide our editorial board in selecting and including articles in our journal. They also guide our authors in determining if the journal is a good space to showcase their scholarship. And they also guide you, as the reader, to alert us if the content we share is not in line with our purpose or does not help us reach our aspiration.
Vision Statement
Our journal is a space to explore those intersections of our field where developmental education, academic support, and student support programming overlap and can inform one another.
Our journal is a space to explore those intersections of our field where developmental education, academic support, and student support programming overlap and can inform one another.
Aims & Scope
FIRST exists to serve the community of secondary and postsecondary professionals in sharing research and best practices in the intersectionality of developmental education, academic support, and student support programming for secondary and postsecondary education. It is particularly interested in promoting inclusive research that leverages sound research design practices and their application in diverse teaching and learning settings.
FIRST is sponsored and made possible by the New York College Learning Skills Association (NYCLSA), a regional chapter of the International College Learning Center Association (ICLCA). We have a strong heritage of publishing a scholarly journal as FIRST is the evolution of Research and Teaching in Developmental Education (RTDE). The current scope balances honoring the traditional definition of developmental education as a core foundation, while also seeking to keep up with current trends to expand what developmental education encompasses.
Published biannually (Fall and Spring issues) as an open-access journal, FIRST accepts articles from scholar-practitioners, graduate-level students in relevant fields, and undergraduate students working with faculty in the field. Specifically, FIRST seeks articles on topics such as, but not limited to:
This is by no means an exhaustive list of acceptable topics. Articles on other topics may be considered; please direct any inquiries to FIRST editor for more information.
FIRST exists to serve the community of secondary and postsecondary professionals in sharing research and best practices in the intersectionality of developmental education, academic support, and student support programming for secondary and postsecondary education. It is particularly interested in promoting inclusive research that leverages sound research design practices and their application in diverse teaching and learning settings.
FIRST is sponsored and made possible by the New York College Learning Skills Association (NYCLSA), a regional chapter of the International College Learning Center Association (ICLCA). We have a strong heritage of publishing a scholarly journal as FIRST is the evolution of Research and Teaching in Developmental Education (RTDE). The current scope balances honoring the traditional definition of developmental education as a core foundation, while also seeking to keep up with current trends to expand what developmental education encompasses.
Published biannually (Fall and Spring issues) as an open-access journal, FIRST accepts articles from scholar-practitioners, graduate-level students in relevant fields, and undergraduate students working with faculty in the field. Specifically, FIRST seeks articles on topics such as, but not limited to:
- Theories and applications of teaching and learning in developmental education (both literacy and mathematics) and academic program courses.
- Social, emotional, and cognitive support and preparation programming, e.g. STEM-specific strategies, PLTL, student services, and summer bridge programs.
- Engaging specific learner populations, e.g. dual credit, early college high school, and returning adult learners.
- Leveraging student success interventions, e.g. academic support, academic advisement, and tutoring.
- Exploring assessment practices, both student and programmatic, and their implications.
- Sharing innovations in research in teaching and learning, e.g., corequisites, embedded tutoring, technology inclusion, etc.
This is by no means an exhaustive list of acceptable topics. Articles on other topics may be considered; please direct any inquiries to FIRST editor for more information.
Open Access Journal
FIRST is an Open Access Journal that provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. All articles published in our journal are shared with the author’s permission as CC-BY-NC-ND.
Authors who publish in this journal agree to the following terms.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
FIRST is an Open Access Journal that provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. All articles published in our journal are shared with the author’s permission as CC-BY-NC-ND.
Authors who publish in this journal agree to the following terms.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Meet the Editor
Dr. Nichole LaGrow brings nearly twenty years of higher education experience, an appreciation for NYCLSA, and a passion for academic scholarship to the role of editor. She has been a member of NYCLSA since 2007 and served in various roles including NYCLSA's Newsletter editor from 2010 through 2012. She also served as managing editor of two issues of Modernism/modernity and several issues of The Learning Assistance Review.
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Dr. Nichole LaGrow
Director, Nontraditional Education Program Martin Luther College New Ulm, Minnesota 56073 507.354.8221, ext. 205 Email Dr. LaGrow |