A portrait of remedial instruction: faculty workload and assessment techniques

Abstract

Education.] estimates that 98% of public 2-year and 80% of public 4-year institutions offered at least one remedial course. The need for remedial courses is also demonstrated by the growing number of students who enroll each year. Studies that examine students and placement are found in the literature, but few examine the faculty who teach in remedial programs [Boylan, H., .]. The purpose of this study was to examine faculty who teach remedial courses. In particular, we were interested in faculty workload and the assessment techniques employed by faculty based upon type and level of institution. More specifically, data was analyzed using the NSOPF: 99 database on faculty at 2-year and 4-year institutions as well as faculty at private and public institutions. Some comparisons between faculty teaching remedial courses and nonremedial courses are presented.

The Use of Learner-Centered Assessment in US Colleges and Universities

“…Research on this topic has covered different postsecondary sectors (Boyer et al 2007), general education and various disciplines (Goubeaud 2010;Paradis and Dexter 2007;Palomba 2002;Yanowitz and Hahs-Vaughn 2007), professional and graduate programs (Gerdy 2002;Goubeaud and Yan 2004;Candela et al 2006;Boateng et al 2009 and international higher education (Fook and Sidhu 2010). Taken together, these studies reveal a growing interest in reforming assessment in higher education to be more learner-centered.…”

A review of the role of information communication technology and course design in transitional education practices

“…In the United States 98% of 2-year public colleges and 80% of public institutions offer at least one remedial course in reading, writing or mathematics (Attewell, et al, 2006;Boyer, Butner, & Smith, 2007;Kozeracki, 2002). Mathematics is the most common remedial subject, followed by reading and writing (Attewell, et al, 2006;Merisotis & Phipps, 2000).…”

Instructional Practices of Part-Time Faculty at Two-Year Institutions: Observations and Implications

“…Additionally, while contingent faculty members appear to employ limited types of instructional methodologies, they also utilize few techniques in order to evaluate student learning and understanding (Boyer, Butner, & Smith 2007, Eagan, 2007Sandford et al 2007). Eagan (2007) states that part-time faculty members are less likely to require their students to write multiple drafts.…”