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• W2610331478 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.Tintos (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). Even by Fall 2014,51.4% of 529 incoming freshmen were placing into one or more developmental education courses (Northeast Alabama Community College, Office of Institutional Planning and Assessment, 2014-2015, p. 89). 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. Therefore, NACC was challenged to implement the necessary interventions (such as a learning community) to empower students to be successful in college completion.Program StrategyTinto (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. The implementation of the learning community initiative involved administering the following components:* advisement,* learning style inventory,* learning and Study Strategies Inventory (LASSI),* mentoring and support systems,* intervention activities,* supplemental technological assistance, and* assessment and evaluation.These components were important for the overall assessment and for the evaluation of the learning community project.However, NACC encountered several obstacles in the implementation of the Mustang Learning Community (MLC); for example, the Math Chair and English Chair made the decision that students who placed into both English 093 and Math 098 would be eligible for the MLC. Unfortunately, the MLC courses had not been advertised in the fall schedule nor had advisors been informed that select students were to be enrolled into the specific MLC courses (ENG093, BSS090, and MTH098). Therefore, the coordinator immediately compiled the Registrar's data and found the names of students who were eligible for the MLC. After 40 drop/add forms had been completed by the coordinator, students were placed correctly into the MLC or into basic ENG093 and MTH098 courses.By the next semester, the MLC courses (ENG093, MTH098 and BSS090/115) were specified on the schedule, and advisors were made aware that those three courses and section numbers were designated only for the MLC students. Prior to the next spring semester, a list of eligible students was compiled and sent to all advisors, telling them about the possible eligible candidacy for the MLC. By spring, advisors discreetly enrolled students into the MLC, so that a possible stigma might be lessened. …" @default.
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• W2610331478 date "2016-10-01" @default.
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• W2610331478 title "Beginning a Learning Community: Pilot Fall 2006." @default.
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