In College, But Not Always Earning College Credit: Evidence-Based Instructional Strategies for Success During--and Beyond--Developmental Courses

Academically underprepared postsecondary students make up a large proportion of college campuses. Recent estimates indicate that up to 70 percent of incoming students at two-year community colleges and up to 40 percent of incoming students at four-year colleges enroll in developmental courses. There...

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Bibliographic Details
Published in:American educator 2021-03, Vol.45 (1), p.16
Main Authors: Tighe, Elizabeth L, Arrastia-Chisholm, Meagan C, Pringle, Njeri M
Format: Article
Language:English
Subjects:
Adult Learning
Analysis
College Readiness
College Students
Community colleges
Content Area Reading
Content Area Writing
Developmental Studies Programs
Educational Technology
Evidence Based Practice
Mathematics Anxiety
Mathematics Instruction
Multiple Literacies
Online Courses
Reading Strategies
Skill Development
Student Motivation
Student Needs
Teaching Methods
Technology Uses in Education
Thinking Skills
Writing Strategies
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Summary:Academically underprepared postsecondary students make up a large proportion of college campuses. Recent estimates indicate that up to 70 percent of incoming students at two-year community colleges and up to 40 percent of incoming students at four-year colleges enroll in developmental courses. There has been some criticism of the effectiveness of many of these developmental courses, as many students either do not complete them (most notably developmental mathematics) or do not progress to passing credit-bearing courses. Fortunately, there are supportive, developmental instructional strategies that a substantial body of research demonstrates to be effective. In this article, the authors begin with suggestions for motivating students that apply across subject areas. Then, they provide more detailed descriptions of several evidence-based strategies that developmental instructors can use across reading, writing, and mathematics courses. They also offer some tips for teaching on virtual platforms. Although they describe these strategies individually, they are best used in concert through a mix of whole-group, small-group, and individualized instruction.
ISSN:0148-432X
2770-4432