Student Self-Determination following Developmental Education Reform in Florida's Community Colleges

Background This multiple case study explores the self-determination needs of academically underprepared students. The context for our study was a sweeping redesign of developmental education (DE) in Florida's community colleges, state-level legislation Senate Bill 1720 (SB 1720), which made DE optional for many students. Purpose of Study The research questions for this study are: (1) How did a policy change in Florida's state colleges influence underprepared students’ feelings of autonomy, competence, and relatedness with campus personnel? (2) In their interactions with underprepared students in Florida's state colleges, what did campus personnel regard as the influence of a policy change on students’ feelings of autonomy, competence, and relatedness with staff? Research Design This study employs a multiple case study research design. The three cases represent nonexempt students in DE (the remainers), exempt students in DE (the compliers), and exempt students in first-level credit-bearing courses (the defiers). Over a four-year period, 36 two-day site visits to 21 institutions were completed. The research team conducted 13 individual interviews and 179 semistructured focus groups with 239 administrators, 284 faculty, 215 advisors, 23 support staff, and 378 students, resulting in data from 1,139 total participants. We developed an evolving coding framework with a priori and emergent codes. Initial propositions were developed during a within-case analysis, and then a cross-case analysis was performed to summarize patterns across all three cases. The trustworthiness of the qualitative interpretations was established through triangulation, member checking, and peer debriefing. Conclusions Our findings suggest that students eligible to bypass DE enjoyed the autonomy of choosing their own course level, whereas those still required to take DE were stigmatized by their placement. For students able to enter directly into college-level coursework, feelings of competence and relatedness with campus personnel were closely tied to their academic performance in the more rigorous coursework. Three potential areas for institutional improvement were identified to support the self-determination needs of underprepared students: curriculum, professional development for campus personnel, and out-of-class interaction between staff and students. When students perform poorly in coursework, informational feedback that gives students specific hints about where and how to improve are far more effective than evaluative feedback alone. Professional development for faculty, advisors, and other campus personnel can help those who interact frequently with academically underprepared students better fulfill their self-determination needs. Students suggested that out-of-class interactions fostered stronger feelings of relatedness with campus personnel.

First-Year Seminars: A Comparison of Course Characteristics and High Impact Practices at Two-Year Colleges

Contemporary literature underscores the salience of First-Year seminars (FYS) in supporting the success of college students. The problem is that the research outlining the characteristics of FYS at two-year colleges is sparse, particularly when certain populations are required to enroll in these courses. There is little information about how these seminars vary to meet the needs of certain students. This study examined the characteristics of FYS at two-year institutions where academically underprepared students were required to enroll in a first-year seminar. The results and implications for practice are discussed in this study.

Teaching Academically Underprepared Postsecondary Students

Only 25% to 38% of secondary education graduates in the United States are proficient readers or writers but many continue to postsecondary education, where they take developmental education courses designed to help them improve their basic academic skills. However, outcomes are poor for this population, and one problem may be that approaches to teaching need to change. This chapter discusses approaches to the teaching of academically underprepared postsecondary students and how teaching might be changed to improve student outcomes. A wide variety of approaches is reported in the literature, including teaching of discrete skills, providing strategy instruction, incorporating new and multiple literacies, employing disciplinary and contextualized approaches, using digital technology, and integrating reading and writing instruction. However, the field has yet to develop a clear theoretical framework or body of literature pointing to how teaching in this area might improve. Based on our reading of the literature, we recommend directions for future research that could inform changes in the teaching of underprepared students at the postsecondary level.

Exploring the Use of Faded Worked Examples as a Problem Solving Approach for Underprepared Students

<p>It is not uncommon for students to find themselves underprepared when entering a post secondary institution. In additional to lower levels of academic achievement, underprepared students may not be aware that they lack the skills needed to be successful and effectively acquire and process information. Because of this, students that enter post-secondary institutions underprepared often require more support in and out of the college classroom.</p><p>In computational based classes, such as math, engineering, chemistry or physics, this support often includes an introduction to effective problem solving strategies. This study introduced faded worked examples as a problem solving approach to students identified as mathematically underprepared in a college chemistry course. Faded worked examples are similar to worked examples but fade out steps for students to complete, allowing support within the problem solving approach as learning improves. The goal of this study was to explore students’ perceptions of this problem solving approach and their belief in its potential to enhance their learning, particularly with students identified as academically underprepared. Overall, students reported that faded worked examples enhanced their overall learning and problem solving abilities in chemistry and the step by step process allowed for a better understanding of the course material.</p>