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Faculty Perspectives on Improvement of Developmental Education Pass Rates

Garrett D Nogan, University of Nebraska - Lincoln

Abstract

The purpose of this case study was to understand faculty perspectives on how to improve the pass rates of developmental education students. Pass rates of developmental education students are markedly and notably low among those in higher education. What has been a small problem for decades has now evolved into a significant problem, one worth calling a crisis. This case study examined the perspectives of eight experienced faculty at Butler County Community College (BC3). It was guided by one central research question and four subquestions. The study consisted Zoom interviews with each of the eight faculty members as well as member checks following the data analysis of each interview. Themes emerged from the data analysis and aligned with each research subquestion. The results of the study indicated that the most common challenges developmental education students face which impedes their success is low motivation, lack of preparation, poor time management skills, low reading comprehension and critical thinking skills, and a transitional learning curve from high school to college. Results of the study also identified several instructor best practices for teaching developmental education classes including small class sizes, conducting the class in a computer lab, and focusing on project-based learning activities as opposed to traditional textbook readings and assignments. Faculty recommended integrating both the developmental reading class and developmental writing class into one course.

Subject Area

Higher education|Educational leadership|Educational administration|Public policy|Reading instruction|Curriculum development

Recommended Citation

Nogan, Garrett D, "Faculty Perspectives on Improvement of Developmental Education Pass Rates" (2020). ETD collection for University of Nebraska - Lincoln. AAI28257999.
https://digitalcommons.unl.edu/dissertations/AAI28257999

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