Academic Advising, Remedial Courses, and Legislative Mandates: An Exploration of Academic Advising in Florida Community Colleges with Optional Developmental Education

Woods, Chenoa S.; Richard, Keith; Park, Toby; Tandberg, David A.; Hu, Shouping; Jones, Tamara Bertrand

doi:10.1007/s10755-016-9385-4

Cited by 11 publications

(19 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These instructional modalities include modularized, compressed, contextualized, and corequisite courses. Due to the changing placement policies and multiple DE course options under the legislation, advisors' roles have become increasingly complex regarding students' registration process (Woods, Richard et al, 2017). In the case of altering placement policies or instructional practices, advisors may be faced with an increased workload.…”

mentioning

confidence: 99%

How High School Coursework Predicts Introductory College-Level Course Success

Woods

Park

et al. 2018

Community College Review

Self Cite

View full text Add to dashboard Cite

In recent years, developmental education (DE) reform has led to a restructuring of the placement process, redesigning of course instructional modalities, or implementing student support services to supplement developmental coursework. In Florida, recent legislative changes allowed students to opt out of placement testing and enroll directly in college-level courses regardless of academic ability. The purpose of this study is to understand how students' high school transcript information can be used in the academic advising process when students are no longer required to take standardized placement tests. Method: We used a combination of high school courses from statewide student-level data and conducted logistic regression analyses to understand how these courses help predict success in English Composition 1 and Intermediate Algebra. We also developed student profiles and presented predicted probabilities to illustrate how students with different combinations of high school coursework were predicted to pass their courses. Results: The results indicated that, generally, when students enrolled in introductory college-level courses, those with higher levels of high school preparation were predicted to pass at higher rates. However, even students whose coursework designated them as college-ready had predicted passing rates of 69.5% in English and 47.6% in Intermediate Algebra. Contributions: We recommend that college academic advisors use high school coursework, in addition to other factors, when advising students into courses and that advisors support students' success by referring them to appropriate support services. We call for additional research to further understand how high school coursework can be used for flexible placement policies.

show abstract

mentioning

confidence: 99%

How High School Coursework Predicts Introductory College-Level Course Success

Woods

Park

et al. 2018

Community College Review

Self Cite

View full text Add to dashboard Cite

show abstract

“…As an alternative to compulsory remedial courses, compulsory counselling for all students who may need it is provided, for example, by the U.S. state of Florida [16]. At the University of Southern Indiana, at-risk students studying STEM programmes are also provided with intrusive advising programme in parallel with corrective courses for the purpose of providing academic support [17].…”

Section: Practices Of Working With Academically Diversified Students:mentioning

confidence: 99%

“…In bringing students' competencies to the required level, such programmes are designed to help students adapt to the requirements and the environment of the educational institution where the transition takes place. Such programmes, for example, are implemented in the University of Toronto (Canada) 15 and in the Auburn University (Montgomery, United States) 16 . These partnership programmes are also being implemented in Kansas institutions: in order to ensure student success, Pittsburgh State University has partnered with Fort Scott Community College [21].…”

Section: социальная ответственность университетаmentioning

confidence: 99%

See 1 more Smart Citation

Universities’ Policy of Supporting Students in Academically Diverse Environment

Zagirova

Фрумин

2019

UMPA

View full text Add to dashboard Cite

The aim of this work is to review and analyse the support and development practices for students based on their educational background and academic performance. The increasingly widespread concept of a responsible university involves an opportunity to close or make smaller the gap between academically diversifi ed students. Thus, the purpose is to systematise the practice of working with both low and high-achieving students and assess the possibilities for improving the quality and effectiveness of this work. The analysis regarding existing practices of Russian and international universities is based on the literature review of more than 1600 sources. The review provides identifi cation, comparison and systematisation of common practices used by departments and universities rather than individual teachers. A classifi cation of practices at the stages of identifying, developing and evaluating low and high-achieving students is proposed. Recommendations are formulated for expanding the support and development of students under the conditions of academic diversity and for improving the quality and effectiveness of the educational process.

show abstract

“…The third change was that the FCS institutions were required to develop a plan to offer enhanced advising and academic support services to improve student success. Administrators reported using a variety of new practices to help students to be successful under the reform, including the use of advising tools such as early warning systems, changes to the student orientation process, and greater availability of advising resources (Woods et al 2017 ). All 28 FCS institutions were affected by SB 1720, and the scale of coordination was immense.…”

mentioning

confidence: 99%

Institutional Transformation Reflected: Engagement in Sensemaking and Organizational Learning in Florida’s Developmental Education Reform

et al. 2019

Self Cite

View full text Add to dashboard Cite

Following a major statewide developmental education reform in Florida, we explored institutional transformation among Florida College System institutions. We used statewide survey data to examine lead administrators' perceptions of challenges encountered during the planning process, ways in which colleges engaged in sensemaking (i.e., social processes for developing shared understanding) and organizational learning, and perceptions of the institutional transformation processes and outcomes following the reform. We found that institutions engaged in numerous types of sensemaking and organizational learning practices to promote change. Yet, despite different approaches taken to institutional transformation, almost all respondents reported that the change process was highly collaborative and involved a broad range of stakeholders. Keywords Developmental education. Community colleges. Institutional transformation Community colleges across the nation face increasingly complex internal and external environments, resulting in an increased emphasis on the need for change (Bess and Dee 2012). One area of focus for change is developmental education, given that 68% of students attending twoyear institutions must take developmental (or remedial) courses and that only 28% of these students graduate within eight years (Community College Research Center 2014). Studies have shown that developmental education may have negative impacts on students including delaying time to gateway course completion (Scott-Clayton and Rodriguez 2015) and reducing credit accumulation (Martorell and McFarlin Jr 2011). In a meta-analysis of developmental education studies using quasi-experimental methods, Valentine et al. (2017) found that students assigned to developmental education who were just below college-ready performed significantly worse on the likelihood of degree completion, credit accumulation, and passing college-level courses relative to similar students who were not assigned to developmental education. Additionally, developmental education can impact students negatively through increased costs and debt related to courses that do not provide college credit. Annually up to $7 billion is spent on developmental education expenditures nationwide by students and institutions (Scott-Clayton et al. 2014). In Florida developmental education costs were estimated at $154 million annually, with students paying $73 million through tuition (Underhill 2013).

show abstract

Academic Advising, Remedial Courses, and Legislative Mandates: An Exploration of Academic Advising in Florida Community Colleges with Optional Developmental Education

Cited by 11 publications

References 34 publications

How High School Coursework Predicts Introductory College-Level Course Success

How High School Coursework Predicts Introductory College-Level Course Success

Universities’ Policy of Supporting Students in Academically Diverse Environment

Institutional Transformation Reflected: Engagement in Sensemaking and Organizational Learning in Florida’s Developmental Education Reform

Contact Info

Product

Resources

About