complex problem there is an answer that is clear, simple and wrong” (p. 60). Doyle (2012) further points out that students who complete gateway coursework actually have better graduation rates than students who enroll in remedial coursework during the first term. The focus in that study, however, noted the term fidelity” (p. 60) explaining that institutional “intervention intervention and individual instructor intervention may be very different things. This points to the variance in teachers presenting the remedial material. Due to fiscal constraints at the state level, as noted by Wilson (2012), universities are pressured to keep the costs of developmental or remedial coursework exceedingly low. These efforts to reduce costs often result in less qualified or educated instructors, frequently adjunct, placed in the vital position of bringing these students to the level of collegiate education and keeping their motivation high. An effort such as the DRLS program of interactive learning could reduce costs and increase effectiveness (Panjaburees, et al, 2013), but the loss of interaction among some populations could result in lower retention rates overall. Doyle (2012) also studied students just slightly over the placement threshold for remediation and found little difference in graduation rates. While not conclusive, it does raise a question of whether it is placement that is at issue or where placement should be. Expectations among students and professors vary greatly as is to be expected. Perun (2015) found that expectations among students were specific and literal to the requirements presented in a syllabus, particularly among new college students. Students believed that merely meeting the basic elements of style and pages was sufficient as it had been in high school. However, at the college level, professors expected a level of analysis and care that students were unused to, and the requirement to revise for more in-depth understanding was unnerving to students. This transition in understanding is key to academic success in college, yet lacking in
complex problem there is an answer that is clear, simple and wrong” (p. 60). Doyle (2012) further points out that students who complete gateway coursework actually have better graduation rates than students who enroll in remedial coursework during the first term. The focus in that study, however, noted the term “intervention fidelity” (p. 60) explaining that institutional intervention and individual instructor intervention may be very different things. This points to the variance in teachers presenting the remedial material. Due to fiscal constraints at the state level, as noted by Wilson (2012), universities are pressured to keep the costs of developmental or remedial coursework exceedingly low. These efforts to reduce costs often result in less qualified or educated instructors, frequently adjunct, placed in the vital position of bringing these students to the level of collegiate education and keeping their motivation high. An effort such as the DRLS program of interactive learning could reduce costs and increase effectiveness (Panjaburees, et al, 2013), but the loss of interaction among some populations could result in lower retention rates overall. Doyle (2012) also studied students just slightly over the placement threshold for remediation and found little difference in graduation rates. While not conclusive, it does raise a question of whether it is placement that is at issue or where placement should be. Expectations among students and professors vary greatly as is to be expected. Perun (2015) found that expectations among students were specific and literal to the requirements presented in a syllabus, particularly among new college students. Students believed that merely meeting the basic elements of style and pages was sufficient as it had been in high school. However, at the college level, professors expected a level of analysis and care that students were unused to, and the requirement to revise for more in-depth understanding was unnerving to students. This transition in understanding is key to academic success in college, yet lacking in
Davis_Deborah_Proposal_05-31-2017.docx