advising students in remediation emily walters nacada conference october 11, 2014

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  • Slide 1
  • Advising Students in Remediation Emily Walters NACADA Conference October 11, 2014
  • Slide 2
  • Presenter B.S. in Elementary Education from Eastern Illinois University Graduate student at Eastern Illinois University M.S. in College Student Affairs (May 2015) Career goal: Academic Advising Full-time employee at Lake Land College Learning Assistance Center Specialist Emily Walters Learning Assistance Center Specialist (217) 234-5301 ewalters@lakeland.cc.il.us 5001 Lake Land Blvd. Fax: (217) 234-5390 Mattoon, IL 61938
  • Slide 3
  • Outline of Presentation Background of the Study Purpose of the Study Research Questions Review of the Literature Methodology Results of the Study Discussion Higher Education Future Research Conclusion
  • Slide 4
  • Background of the Study President Obamas push to educate Americans in higher education (The White House, n.d.) 21 st Century Initiative (AACC, 2012) Lack of preparedness for collegiate academics (Bettinger & Long, 2005; Horn, McCoy, Campbell & Brock, 2009)
  • Slide 5
  • Purpose of the Study The purpose of this study was to determine if student success courses benefit students concurrently enrolled in remedial courses. Grade point average and continual enrollment in terms were used to determine student success.
  • Slide 6
  • Research Questions RQ1. Do students who place into remedial reading courses and enroll in a student success course complete more terms than students who place into a remedial reading course and do not enroll in a student success course? Hypothesis: Students enrolled in remedial reading courses will enroll in more terms if they also are enrolled in a student success course. RQ2. Do students who place into remedial reading courses and enroll in a student success course have a higher GPA than students who place into a remedial reading course and do not enroll in a student success course? Hypothesis: Students enrolled in remedial reading will have a higher GPA if they enroll in a student success course.
  • Slide 7
  • Review of the Literature History and role of the community college Challenges for community colleges Determining remedial placement Contributing factors to student drop out rates Remedial courses Student success courses
  • Slide 8
  • History and Role of the Community College Mission of community college George Boggs, President and CEO of AACC, stated the mission of the community college is to continue to offer open, affordable access to higher education, regardless of the vagaries of the economy (Vaughan, 2006, p. VII). Role of the faculty at community colleges Description of the typical community college student
  • Slide 9
  • Challenges for Community Colleges Decline in federal, state and local funding (Crookston & Hooks). Challenges of part-time faculty Increase number of remedial students
  • Slide 10
  • Determining Remedial Placement Course placement is usually determined by a standardized test. Typically, the ACT or SAT taken in high school or the Accuplacer or COMPASS test used by colleges (Bettinger & Long, 2005; Horn et. al., 2009). Increased number of students entering college with need for remedial course work Other ways to determine remedial placement
  • Slide 11
  • Contributing Factors to Student Drop Out Rates Rate of students that drop out of four-year institutions was 25%, but 50% for students in a two-year institution (Tuckman, 2011). Reasons for drop out include lack of integration, insufficient financial means, and commitments outside of school (Stovall, 1999; Tinto 1998). Students in remedial courses are more likely to drop out.
  • Slide 12
  • Remedial Courses Effect of remedial courses on degree/certificate completion Remedial courses often fall to community colleges rather than four-year institutions Completion of remedial work increase student success of completing a two- or four- year degree/certificate (Feely, 2011).
  • Slide 13
  • Student Success Courses Students enrolled in a success course have a higher GPA, were more connected to the institution and had greater persistence to graduation (Stovall, 1999; Stovall, 2000; Tinto, 1993; Tuckman, 2011).
  • Slide 14
  • Research Institution Midsized, Midwestern community college District covers nearly 4,000 square miles Population of 203,000 people in the district College contains one main campus and 3 satellite campuses Includes 31 district high schools participating in dual credit programs The college serves 16 correctional facilities Offers programs for direct employment, transfer baccalaureate degrees, adult education, and special job training.
  • Slide 15
  • Methodology Quantitative study to determine if students enrolled in remedial reading courses have a higher GPA and persistence to graduation, if they are concurrently enrolled in a student success course Reading was chosen because of the increase of students placing into remedial reading at the research institution and the impact reading has on multiple academic coursework (Breer, 2013; Horn et. al., 2009).
  • Slide 16
  • Data Collection Data was collected from student records housed in the UI Client/Datatel program used by the institution Separate ID numbers were used to insure confidentiality for students Research will follow the Family Educational Rights and Privacy Act of 1974 (FERPA) Under this regulation, schools may use data without student consent provided every effort to conserve confidentiality is made (FERPA, n.d.)
  • Slide 17
  • Data Analysis Data was analyzed using SPSS to compare the GPA and completion of terms for remedial reading students in success courses versus those that were not in a success course Independent t-tests were used to test the hypotheses of the research questions
  • Slide 18
  • Description of Courses Essentials in Reading (RDG 009) Middle level developmental reading course Required course for students that have an ACT test score of 12-16 or a COMPASS test score of 51-66 Credit hours 2.5 Reading and Study Skills (RDG 050) Highest level developmental reading course Required for students that have and ACT test score of 17-20 or a COMPASS test score of 67-82 Credit hours 2.5 Strategies for Success (SFS 101) Provides students with strategies to be successful in college and in their career Includes curriculum about college resources, career goals, study skills, time management, and stress/relationship skills Elective course for all students Required for students on Academic probation
  • Slide 19
  • Participants Students were first year students enrolled in their first term of community college 594 participants were included Students that withdrew from the course were not included in the study (N=127) Participants were enrolled in Essentials in Reading (RDG 009) or Reading and Study Skills (RDG 050) Students who concurrently enrolled in Strategies for Success (SFS 101) and one of the above mentioned reading courses were compared with those in a reading course but not concurrently enrolled in SFS 101
  • Slide 20
  • Descriptive Data Students were divided into 4 sub-groups RDG 009 only- 130 RDG 009/SFS 101- 54 RDG 050 only- 338 RDG 050/SFS 101- 72 The population consisted of 54% females and 46% males Participants by Gender Sub-GroupNMaleFemale RDG 009- only13048%52% RDG 009/SFS 1015430%70% RDG 050- only33848%52% RDG 050/SFS 1017246%54% Total59446%54%
  • Slide 21
  • Descriptive Data cont. Participants by Race/Ethnicity Sub-GroupNAsian American Indian African AmericanHispanicCaucasian Non- Resident RDG 009- only1301.5%0.0%7.7%1.5%89.2%0.0% RDG 009/SFS 101540.0% 20.4%0.0%79.6%0.0% RDG 0503380.6%0.0%7.1%2.1%89.9%0.3% RDG 050/SFS 101721.4% 18.1%1.4%76.4%1.4% Total5940.8%0.2%9.8%1.7%87.2%0.3% Population is representative of the college population Fall 2010 cohort 0.6% Asian 0.3% American Indian 5.4% African American 2.2% Hispanic 92.0% Caucasian 0% Non-Resident Fall 2011 cohort 0.6% Asian 0.4% American Indian 5.6% African American 1.5% Hispanic 90.7% Caucasian 0.7% Non-Resident
  • Slide 22
  • Descriptive Data cont. Sample Population by Age Sub-GroupN17-2021-2425-3031-3940-55Over 55 RDG 009- only13090.8%5.4%3.1%0.8%0.0% RDG 009/SFS 1015470.4%22.2%3.7%0.0%3.7%0.0% RDG 05033882.2%9.2%4.4%3.0%1.2%0.0% RDG 050/SFS 10172100.0%23.5%11.8%3.9%2.0%0.0% Total59481.6%10.4%4.5%2.2%1.2%0.0% Campus Population by Age 17-2021-2425-3031-3940-55Over 55 Fall 2010 Cohort37.6%15.2%15.5%15.1%12.5%2.2% Fall 2011 Cohort33.9%16.1%15.8%16.0%13.7%2.4%
  • Slide 23
  • Results of RQ1 Completion of Terms RDG 009 (middle level course) Students completed about the same number of credit hours SFSNMean Std. Deviation Std. Error Mean Completion of Terms Without Success Course 1303.252.1250.186 With Success Course 543.242.2060.3
  • Slide 24
  • Results of RQ1 cont. Completion of terms RDG 050 (higher level course) Students completed about the same number of terms Average of Completed Terms for Students in RDG 050 SFSNMean Std. Deviation Std. Error Mean Completion of Terms Without Student Success 3383.772.1070.115 With Student Success 723.582.2750.268
  • Slide 25
  • Results of RQ2 Grade Point Average RDG 009 (middle level course) Students with a success course achieved a significantly higher GPA than those without a success course Average of GPA of Students in RDG 009 SFSNMean Std. Deviation Std. Error

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