An Achieving the Dream project has swept into our college, but it looks like we are dallying around with actually implementing anything because implementing the kind of support structure that we will need to help out students who need help to work towards achieving proficiency in the skills needed to eventually graduate (reading, writing, thinking, communicating); well, that costs money. It has been difficult just to try and gather data that would help us in the process.
For example, since we are an open enrollment institution, that means that anyone can sign up for our HIS 101 course, which happens to require quite a bit of college-level writing. It should be relatively easy to correlate student success in the course (A, B or C) with the grade a student has received in English composition, or with the score that a student took on the English placement test, or with a student not having taken English, or not having taken the test. Nada, no progress.
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Well, I have pretty much finished up our ATD project in which I took a closer look at the teaching of our HIS 101 class on campus and online. The results can be viewed at
www.nvcc.edu/home/cevans/ATD/Index.html. To put it briefly, there is a difference in student success outcomes between on campus and online, but it is difficult to determine the causative factors. It might be something as simple as the difference in syllabi between the online version of the course and the different campus sections.
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