Beginning a Learning Community: Pilot Fall 2006

Autor/in	Buttram, Shirley
Titel	Beginning a Learning Community: Pilot Fall 2006
Quelle	In: Journal of Developmental Education, 40 (2016) 1, S.29-31 (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-3907
Schlagwörter	Community Colleges; Communities of Practice; Program Development; Developmental Studies Programs; At Risk Students; College Preparation; Program Implementation; Outcomes of Education; Alabama + Suchen Sie Ihr Suchwort? Community college; Community College; Community; Programmplanung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Lernleistung; Schulerfolg
Abstract	Colleges and universities across the United States are still enrolling students who are underprepared for college-level courses of study. Tinto (1998) stated at the Conference on Replacing Remediation in Higher Education: "Students are entering college with no more than a sixth-grade education in basic skills such as reading, writing, and mathematics." Therefore, colleges and universities across the nation continue to spend considerable revenue to provide academic support to developmental students. Tinto's (1998) research posed a serious problem, which was the enrollment of "at-risk" students in college institutions across the nation. By 2006, the problem of preparing developmental/transitional students for college-level courses had intensified. Northeast Alabama Community College (NACC) experienced the same problem. NACC is an open-door admissions institution that serves two counties. In 2006, the institution served approximately 2800 students, consisting of a varied student body with a majority (91%) being of Caucasian origin (Northeast Alabama Community College, Office of Institutional Planning and Assessment, 2006-2007, pp. 1, 5). In fact, during Fall 2006, 57% of 492 incoming first-time freshmen placed into one or more developmental education courses (Northeast Alabama Community College, 2006-2007, p. 41). These statistics show that the continuing enrollment of "at-risk" students each fall semester would demand new innovations within the pedagogics to provide for students' affective and academic needs. Tinto (1998) advocated enrolling "at-risk" students into a learning community initiative; by Fall 2006, NACC had established the first Mustang Learning Community (MLC) with the intention to provide MLC students a smooth transition between developmental/transitional courses and college-level courses. This article describes the implementation of the learning community initiative at NACC. The components that administration deemed important for overall assessment and for the evaluation of the learning community project are presented with a discussion of obstacles encountered in the implementation process. Outcomes and evaluations are also included. (ERIC).
Anmerkungen	National Center for Developmental Education. Appalachian State University, P.O. Box 32098, Boone, NC 28608-2098. Tel: 828-262-3057; Fax: 828-262-7183; Web site: http://ncde.appstate.edu/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01