Increasing Student Success and Retention: A Multidimensional Approach By Paul R. Fowler and Hunter R. Boylan ABSTRACT: Students who are seriously aca- researchers have reported that 60% to 70% of the demically deficient, those who are underpre- students placing into developmental education pared in all subjects, face many academic chal- coursework never complete their developmental lenges as they begin their coursework in higher education sequence (Bailey, Jeong, & Cho, 2008; education. However, students also face nonaca- McCabe, 2003). The question becomes, how can demic and personal issues that create addition- educators best meet the needs and support stu- al barriers to success. The results of this study dents in developmental education coursework? suggest that increases in student success and re- Although most students are initially placed into tention may be achieved if developmental edu- developmental education courses through the cators also address nonacademic and personal scores earned on placement tests, the tests assess factors related to student success: (a) clear only their academic (cognitive) abilities (Bailey student guidelines, (b) integrating first-year et al., 2008; Boylan, 2009). However, nonaca- transition coursework, (c) intrusive academic demic (affective) and personal factors related to Nonacademic (affective) advising to treat the nonacademic and personal student success become increasingly important and personal factors related factors, and (d) traditional developmental edu- for students with weak academic skills (Sed- cation coursework and tutoring to address aca- lacek, as cited in Boylan, 2009). to student success become demic factors. The increase in the mean grade Bloom (1976) has argued that as much as 25% increasingly important point average of Pathways to Success Program of students’ academic success is determined by students as compared to nonprogram students, what he referred to as affective or nonacademic for students with weak from 1.503 to 2.151, was statistically significant characteristics. Examples of these factors in- academic skills. (p = .000). Increases in the number of students clude such things as students’ attitudes; motiva- in good academic standing, increases in suc- tion; level of self-confidence in an educational cess in developmental education courses, and setting; degree to which students are willing to increases in the 1-year retention rate were also do academic work; degree to which students as- noted for participating students. sociate and feel connected with other students, university personnel, and the institution as a The fact that many students leave high school whole; and the degree to which a student is will- unprepared for college-level work has been well ing to seek help (Sedlacek as cited in Boylan, documented. For example, The U.S. Department 2009). Personal factors include any element in of Education (Parsad & Lewis, 2003) found that a student’s life that may ultimately impact his 43% of students entering two-year institutions in or her performance in an academic setting such 2000 were in need of at least one developmental as medical issues, transportation, financial and course. McCabe (2003) agrees but suggests that work issues, as well as family obligations such as the number is closer to 75% at some urban insti- caring for children. tutions, and a 2007 ACT report observed that as Boylan (2009) recommends gathering data many as 75% of students who were ACT tested on students’ academic, nonacademic, and per- were not ready for college-level mathematics, sonal attributes and then tailoring institutional Paul R. Fowler English, social science, or natural science. The services to best serve them. Lotkowski, Robbins, Director of Developmental Education report acknowledges that most students need and Noeth (2004) agree and note that students Louisiana State University at Eunice only a “small amount of additional preparation may be at higher risk of dropping out if only the 2048 Johnson Highway to be ready for college,” but goes on to mention academic factors are addressed. This paper de- Eunice, LA 70535 that 19% of those tested need “substantial help in tails one program that tailors institutional ser- [email protected] all four subject areas to be ready for college-level vices to students who are “seriously deficient” work” (p. 2). academically (McCabe, 2000, p. 36) by utiliz- Hunter R. Boylan Despite the added time and cost to students ing tutoring and developmental coursework to Director who require developmental education courses, address the academic factors and clear student National Center for Developmental Education many students complete their developmental guidelines, intrusive academic advising, and Appalachian State University requirements and go on to take their general transitional coursework to address the nonaca- Boone, NC 28608 education coursework (Boylan, 2009). However, demic and personal factors. 2 JOURNAL of DEVELOPMENTAL EDUCATION Academic and Nonacademic mandatory orientation to transition students to may begin to better understand themselves and college (Escobedo, 2007; Kuh, 2007; Lotkowski how they learn (Lotkowski et al., 2004; Mc- Factors Related to Student Success et al., 2004; Varney, 2007), (c) intrusive academ- Cabe, 2003). These types of activities also assist Lotkowski et al. (2004) examined the academic ic advising (Earl, 1988; Ender & Wilkie, 2000; students in developing an appropriate choice of and nonacademic factors related to student suc- Escobedo, 2007; Glennen & Baxley, 1985; Kuh, major and sharpening their focus on personal, cess by studying how both factors influence a 2007; Vander Schee, 2007), and (d) structured academic, and career goals (Tinto, 1993). student’s college performance assessed by grade and rigorous developmental education course- The first-year transition course should func- point average (GPA) and retention in higher work that develops critical thinking (Boylan, tion cooperatively with various other campus education. They found a strong positive rela- 2002; McCabe, 2000). departments in order to continually engage tionship to college GPA when socioeconomic students (Earl, 1988; Kuh, 2007; Lotkowski et Multidimensional Approach status (SES) was combined with the academic al., 2004; McCabe, 2003; McPhee, 1990; Tinto, factors of high school GPA and ACT assessment Components 1993). This provides a support structure and re- scores and the nonacademic factors of academic ferral service to answer student questions; inter- self-confidence and achievement motivation. Clear Student Guidelines pret assessment results; and deal with academic, Academic self-confidence measures a student’s Clear student guidelines spell out what is expect- nonacademic, and personal issues that threaten level of self-confidence in being successful in an ed of students (Fowler, 2007; Miller & Murray, to become barriers to student success. academic setting whereas achievement motiva- 2005; Tinto, 2004). Guidelines typically include Prescriptive, Developmental, and tion measures the “level of motivation to achieve policy and procedure on attendance, grading, Intrusive Advising success” (Lotkowski et al., p. 6). assignments, advising, tutoring, and classroom Academic advising itself and the personal in- The authors also found a strong positive re- behavior. Institutional guidelines should detail teraction between the student and the aca- lationship with retention in higher education admissions policies, required assessments, and demic advisor can take several forms. First, when SES was combined with the academic fac- program completion requirements as well. Writ- “prescriptive academic advising” is “almost a tors of high school GPA and ACT assessment clerical function,” according to McCabe (2003, scores and the nonacademic factors of academic A first first-year transition p. 3). The advisor’s role is giving advice based goals, academic self-confidence, and academ- on authority; the advisor makes decisions for ic-related skills. An academic goal is the level course goes beyond the the student based on an institutional policy or of commitment to obtaining a college degree, orientation. a list of requirements (Earl, 1988; Vander Schee, whereas academic-related skills deal with time 2007). However, Vander Schee (2007) notes management and study skills along with study that prescriptive advising does not promote the habits. “development of independent problem-solving Although developmental coursework is fun- ten guidelines should be made readily available strategies needed to improve poor academic damentally related to academic factors, Lot- in a variety of formats so students can take re- performance” (p. 51) and therefore can be less kowski et al. (2004) suggest that nonacademic sponsibility for their actions. Guidelines should appropriate for underprepared students. The factors such as achievement motivation, institu- also include clear explanations of the conse- student may not accept responsibility for the ul- tional commitment, and social support can be quences of noncompliance with a stated policy timate course of action since advisors act in an addressed through the use of a continuous ori- (McPhee, 1990; Miller & Murray, 2005; Stewart authoritative capacity (Kramer, 2000). entation and/or first-year transition programs. et al., 2006). Improved understanding of institu- “Developmental academic advising,” on the Such programs allow students to feel they have tional policies, procedures, and consequences of other hand, is a “process-oriented relation- a safe environment in which to learn, matter to noncompliance may impact the attrition rate for ship” between the student and advisor in which the institution, and are supported as they form students in developmental education. the main focus is the student’s ultimate goals social support networks and progress toward Mandatory Orientation and First-Year (Vander Schee, 2007, p. 50). Developmental educational goals (Engstrom & Tinto, 2008; Experience advising focuses on the growth of the student, Lotkowski et al.; Tinto, 2002). Inherent in these Next, a required orientation prior to registering instilling an “awareness of the relationship be- programs is continuous student engagement for classes has proven effective for students to tween education and life, the ability to set real- and interaction with faculty and advisors, both begin to form an academic and social support istic academic and career goals as well as a pro- of which allow a student to develop a profession- system (Stewart et al., 2006). The primary as- gram to achieve them, [and an] awareness of life al relationship and feel a sense of connectedness sumption is that “students can be taught orien- extending beyond the college years” (Kramer, with faculty, academic advisors, staff, and the in- tation skills” (Earl, 1988, p. 32). Essentially, an 2000, p. 84). The student uses the advisor as a stitution as a whole. A student’s relationship and orientation allows students to become familiar resource whereby the student and advisor act interaction with the academic advisor and fac- with their new environment. This is particularly in a problem solving role together (Earl, 1988; ulty can be the single biggest factor in increasing important for first-generation college students. Kramer, 2000). The relationship also focuses on student retention (Brown & Rivas, 1993; Kramer, However, a first-year transition course goes be- “academic competence, personal involvement, 2000; McPhee, 1990; Tinto, 1990). yond the orientation and assists in the integra- and developing or validating life purpose,” all Based on the literature search, four essential tion of students into both the intellectual and of which are associated with academic success components have emerged to address develop- social aspects of college life (Lotkowski et al., (Ender & Wilkie, 2000, p. 119). mental students’ academic, nonacademic, and 2004; Tinto, 1993). A first-year transition course Intrusive academic advising (Glennen & personal needs. These components are: (a) clear may also focus on familiarizing students with Baxley, 1985) is a model of advising whereby the student guidelines supported by research (Fowl- campus resources. At the same time, the course advisor “is actively concerned about the affairs er, 2007; Miller & Murray, 2005; Stewart, Brew- may offer psychological inventories so students of the student” (p. 12) and does not depend on er, & Brown-Wright, 2006; Tinto, 2004), (b) a VOLUME 34, ISSUE 2 • WINTER 2010 3 the student seeing the advisor voluntarily (Earl, ponents can increase student success, such as being informed of their responsibilities while in 1988). Structured intervention protocols are instruction in learning strategies, critical think- the program. PWAY students also signed a suc- used to motivate the student to seek help at the ing, and transferability of learned skills (Grubb cess contract agreeing to meet mandatory advis- first sign of academic difficulty. It is character- and associates, 1999). Next, tutoring provided by ing, tutoring, and attendance requirements. Stu- ized by early warning systems that provide for peers or professionals is recommended, provid- dents were informed that they were permitted immediate action-oriented responses to specific ed the student tutors are trained (Casazza & Sil- to miss up to 1 week of class; a failing grade in academic problems and relies upon professional verman, 1996). Supplemental Instruction is also the course would be recorded if more days were advisors trained to respond to various situations an option since it focuses on collaborative learn- missed. PWAY students could not alter their own (Earl, 1988; Escobedo, 2007). Intrusive advising, ing and targets difficult courses while assist- schedules. Instead, students had to see an aca- with its quick feedback, can identify and suggest ing students in developing the study strategies demic advisor to change a section or withdraw support mechanisms to students faltering on needed to be successful (Boylan, 2002). Lastly, from a course. PWAY students were informed their path to college success. research on best practices recommends using that they completed their PWAY responsibili- Finally, academic advising should be contex- technology in moderation and in a way that ties by successfully completing developmental tual; meaning that that the advisor’s role changes supports ongoing personal contact with faculty coursework consisting of the transition class, as students learn and grow (Creamer, 2000). As and staff, keeping in mind that pedagogy should college reading, developmental English com- a result, the level of intrusiveness and whether drive technology decisions since students may position, and developmental mathematics (pre- prescriptive or developmental advising is used not be familiar with common software packages algebra and introduction to algebra). depends on each individual situation. For ex- (McCabe, 2003). The PWAY orientation also detailed course ample, advisors may combine intrusive advising information along with registration policies. For Purpose with prescriptive advising to address a “crisis example, PWAY students were required to reg- situation,” often the result of nonadaptive be- Beginning in 2002, institutional officials noted ister for mathematics and English courses while haviors such as not seeking help when difficulty that, although underprepared students were be- enrolled in the program. Full-time students arises or not complying with stated guidelines could register for a maximum of 12 credit hours (Vander Schee, 2007, p. 51). depending on initial placement: the transition At least one mandatory course, developmental English composition, Developmental Education Coursework break between classes was pre-algebra, and an elective. Providing all these In examining the academic factors related to courses were completed successfully (grade of student success, McCabe (2003) notes that de- incorporated into PWAY A, B, or C), full-time students were registered velopmental education programs should have student schedules. for college reading, introduction to algebra, two primary academic goals: general education English composition, and (a) to ensure that every student is prepared an elective their second semester. The elective for the academic rigors of progressive cours- ing admitted to the college, they were not well choices were introductory courses chosen by es in a particular content sequence and served as indicated by the high percentage of a faculty committee with sections reserved for (b) to ensure that students are not allowed to these students being academically dismissed PWAY students. enroll in a course in the sequence until they each semester. As a result, the faculty and staff At least one mandatory break between classes are prepared to be successful in that course. created and implemented the Pathways to Suc- was incorporated into PWAY student schedules (pp. 82-83) cess (PWAY) program in the Summer of 2004. for tutoring, lunch, and convenience. Courses The specific purpose of the program was to en- were 3 credit hours each meeting either Mon- McCabe (2003) also recommends limiting a stu- hance the freshman experience as measured by day, Wednesday, Friday for 50 minutes or Tues- dent’s overall academic load and enrollment in increases in success in developmental education day, Thursday for 80 minutes. Full-time PWAY credit courses; this limitation allows students to coursework, cumulative GPA, and 1-year reten- students attended classes Monday, Wednesday, have adequate time to deal with nonacademic tion rates. The purpose of this study was to in- Friday or in a Monday through Friday combina- and personal concerns. It also gives students an vestigate the effectiveness of the PWAY Program tion. Part-time students were also permitted to increased chance for success and prevents them by comparing data for success rates in develop- attend on a Tuesday, Thursday combination. from enrolling in classes for which they are not mental education courses, grade point averages, Prior to leaving orientation, academic advi- prepared. Nevertheless, it is often important to and academic standing from Fall 2003 to Spring sors took time to complete prescriptive academ- enroll students in at least one or two credit bear- 2004 (just prior to program implementation) to ic advising with each PWAY student to discuss ing courses in order to allow them to feel that Fall 2008 to Spring 2009 (the PWAY Program’s the schedule, briefly explaining how transpor- they are making progress toward degree or cer- 5th year). In addition, retention for new, first- tation costs, time needed to study, work sched- tificate completion. time freshmen in the non-PWAY and PWAY ule, and personal family schedule could impact Generally, the best practices in develop- groups was also examined to determine if the success. For instance, students with children or mental education include varying instructional program was effective. working 20-30 hours per week were advised to methods in order to accommodate different attend part time for the first semester to increase learning styles (Boylan, Bonham, Claxton, & Program Description their chances of success. PWAY students attend- Bliss, 1992; McCabe, 2000, 2003; McCabe & ing part time were enrolled in the transition Day, 1998; Silverman & Casazza, 1999), frequent Clear Student Guidelines and course and developmental English composition. assessment (Roueche & Wheeler, 1973), and im- Orientation Students could also be enrolled in developmen- mediate and specific feedback noting student Students in the PWAY Program were required to tal mathematics if they desired a third course. difficulties along with what can be done to im- attend orientation where they were introduced prove (Silverman & Casazza, 1999). Other com- to the institution’s catalog and bulletin as well as continued on page 6 4 JOURNAL of DEVELOPMENTAL EDUCATION continued from page 4 Tutoring and Developmental the pool. In addition, students who completed Education Courses 30 or more hours were not included in the data The last two major program components were set since they were considered sophomores. The First-Year Experience Transition Course tutoring and the developmental education resulting sample included two student groups: The 1st-semester transition course delineated coursework itself. PWAY students were required A total of 453 non-PWAY students, with 62% of the expectations of the PWAY students and to seek tutoring if their performance fell below a them being first-time full-time freshmen in Fall concurrently addressed some practical matters grade of C on a single major assessment in Eng- 2003 and 21% of them being first-time full-time as they transitioned to higher education. Topics lish composition, pre-algebra, or introduction to students in the spring. This included 34% male in the course included time management; learn- algebra. Tutoring was available face-to-face us- and 66% female students; 46% of the study par- ing strategies; note taking; using the institution’s ing either a supplemental instruction approach ticipants were white (non-Hispanic), 52% were electronic equipment; basic elements of reading; or one-on-one with a faculty member. Online black (non-Hispanic), and 1% was Hispanic. For metacognitive aspects to learning; the comple- tutoring was also available. PWAY students who the PWAY “treatment” group, 434 individual tion of various psychometric inventories; and did not meet tutoring requirements were sent an students were included in the study, with 42% of the development of personal, educational, and e-mail warning them of their noncompliance. them being first-time full-time freshmen in the long-term professional goals. In addition, the noncompliance typically could fall and 13% of them being first-time full-time Prescriptive, Developmental, and also be addressed by the instructor or advisor. freshmen in the spring. This Pathways cohort Intrusive Academic Advising The developmental instructional methodol- included 27% males and 73% females; 40% were Prescriptive academic advising began at ori- ogy was traditional face-to-face lecture discus- white (non-Hispanic), 54% were black (non- entation by dealing with clerical matters such sion. Average class sizes were 25 in mathematics, Hispanic) and 1% was Hispanic (see Table 1). as placement into courses based on transcripts 24 in English composition, and 21 in the orienta- Procedure and assessment results. Prescriptive advising tion and college reading courses. For Fall 2003, a list was generated from the then carried over to the transition course re- Method institutional database. Transcripts for each stu- quiring students to see their academic advisor dent enrolled prior to the PWAY Program were three times as out of class assignments. During Setting and Participants inspected to determine if the student would the advising visits, professional and faculty advi- The study was conducted at a public, two-year have been placed into the PWAY Program had it sors discussed nonacademic and personal suc- college. Total enrollment at the institution dur- existed. This procedure was repeated for Spring cess factors in addition to PWAY requirements. ing the academic years for which study data was 2004 to generate a list of cumulative GPAs for Through the 1st semester, prescriptive academic collected was 3,194 for 2003-04 and 2,779 for non-PWAY students. For Fall 2008 and Spring advising became developmental advising as ad- 2008-09. The site was a small, open-admission 2009, two lists of students enrolled in the pro- visors began to take less of an authoritative and institution located in a rural area in the south- gram were also used to generate cumulative more of a collaborative and process-oriented ap- ern United States. GPAs. The institutional database was further proach to their work with the students. Academ- Two distinct student groups were identified mined to determine academic standing, proba- ic advisors frequently reminded students that for this study. Student data from Fall 2003– tionary status, and dismissal for the two groups. the choices they make on a daily basis impact Spring 2004 for students with parallel entry their success in progressing toward their goals. Results characteristics enrolled prior to the PWAY Advisors also assisted in the examination of the Program being implemented was compared to goals and whether or not they were realistic at Grade Point Average and Success in Fall 2008–Spring 2009 student data for those that point in the student’s life. At the same time, Developmental Courses enrolled in the program during its 5th year of advisors constantly pointed to the often conflict- Student cumulative GPAs for non-PWAY and operation. All participants had no ACT scores, ing nature of a student’s academic, nonacademic, PWAY cohorts were analyzed with SPSS version had a composite score of 15 or less, or were and personal factors and how their own choices 17.0 using a t-test for independent samples (see transfer students who had completed less than could become obstacles to academic success. Table 2, p. 8). The mean GPA for the treatment 12 hours at another institution and either had An early warning system existed during the group (2.151) was significantly higher (p = .000) no ACT scores or had a composite of 15 or less. first 1 to 2 weeks of each semester which signaled than the mean of the Spring 2003 nontreatment Students who withdrew from all classes dur- academic advising to become intrusive for some ing the semesters studied were removed from students. During this period, faculty referred continued on page 8 noncompliant PWAY students to the Office of Developmental Education for intrusive advis- Table 1 ing. Noncompliance was defined as not doing Participant Demographics homework, being late or absent from class, talk- ing in class, answering a cell phone, or disrupt- Group N Age (M) Gender Ethnicity ing the academic environment. Depending on the severity of the issue, action was taken by ei- % % % % % % not ther the full-time advisors or the director. Upon Male Female White Black Hispanic Reported referral, the students were actively sought out Fa 03 – Sp 04 453 23 34 66 46 52 1 1 and contacted via phone, e-mail, classroom, or (Non-PWAY) campus housing visitation. Faculty who referred Fa 08 – Sp 09 434 24 27 73 40 54 1 5 a student for intrusive advising were informed (PWAY) of the resolution on an issue through e-mail. Note. White and Black categories are non-Hispanic. 6 JOURNAL of DEVELOPMENTAL EDUCATION continued from page 6 Table 2 group (1.503). Using cumulative GPAs, the aca- Cumulative GPA t-Test Results for PWAY and Non-PWAY Students demic standing of each group was also deter- mined (see Table 3). The percentage of students M SD in good academic standing increased from 46% Sig. Mean to 70% for students in the PWAY Program, and t df (2-tailed) 2004 2009 Difference 2004 2009 those placed on probation decreased slightly GPA 8.166 666 .000 1.503 2.151 .648 1.110 .926 from 31% to 24%. In addition, the percentage of students academically dismissed at the conclu- sion of spring decreased from 19% to 3%. Success in the developmental classroom was also examined for the two student groups (see Table 3 Table 4). The percentage of students successfully Academic Standing at the Conclusion of Spring 2004 and Spring 2009 completing developmental English composition increased from 55% in Spring 2004 to 76% in Classification Non-PWAY PWAY Spring 2009. Similar increases were also noted Group Group in developmental mathematics as the success Spring 2004 Spring 2009 rate for pre-algebra increased from 30% to 51% N=344 N=324 and introduction to algebra increased from 27% n % n % to 47% during the same time period. The suc- cess rates for both orientation course and college Good standing (GPA ≥ 2.00) 157 46% 227 70% reading also increased; however, it should be Probation (GPA < 2.00) 107 31% 78 24% noted that neither course was required during Academically dismissed 66 19% 9 3% Spring 2003, resulting in low enrollments. Continued on probation 11 3% 7 2% Removed from probation 3 1% 3 1% Retention One year, fall to fall retention rates were calcu- lated for the new first-time freshmen in each of the two groups (see Table 5). Students be- ing retained for 1 year increased from 29% the Table 4 year prior to the PWAY Program to 52% for the Success in Developmental Education Coursework PWAY cohort under study (enrolled in the 5th year of the program). Institutional data also Course Non-PWAY Group PWAY Group indicated that retention for PWAY students in Spring 2004 Spring 2009 the study may be 65% if students who requested transcripts be sent to other institutions of higher Number of % Number of % education were included as “retained.” n Withdrawals Success n Withdrawals Success Discussion English composition 123 1 55% 119 13 76% Pre-algebra 115 5 30% 187 43 51% The findings of this study suggest that partici- Intro. to algebra 128 14 27% 149 39 47% pants in the PWAY Program experienced statis- University studies 26 0 19% 125 12 70% tically significant increases in cumulative GPA College reading 22 0 50% 114 3 88% and improvement in all “measures of success” for which data was collected when compared to stu- Note. Percentages are based on students who remained enrolled in the course at the end of the dents enrolled prior to the program’s initiation. semester. Success is defined as students receiving the equivalent of an A, B, or C. These findings tend to support that the PWAY Program, with its blend of student services and its emphasis on the trio of success factors (aca- demic, nonacademic, and personal) may have a Table 5 positive influence on student academic success One-Year Retention for Non-PWAY and PWAY Groups and retention for ”new” students with an ACT composite score of 15 or less. This should be of Non-PWAY Group PWAY Group no surprise given the fact that the program ele- ments (clear guidelines, mandatory orientation Fall 2003 Fall 2004 % Retained Fall 2008 Fall 2009 % Retained and first year transition coursework, intrusive N N N N academic advising, and developmental educa- tion coursework) are supported by research. 289 83 29% 199 103 52% The results also seem to confirm Lotkowski Note. Retention from Fall 2008 to Fall 2009 may be as high at 65% if those who requested tran- et al. (2004) and Boylan’s (2009) assertion that scripts sent to another institution are included. 8 JOURNAL of DEVELOPMENTAL EDUCATION nonacademic and personal factors are as rel- enrollment which, in itself, may be biased in an attendance policy the central issue is whether evant to student success as are academic factors, some unforeseen way. As a result, although par- it really is enforceable given the student situa- especially with students who are underprepared ticipation in the PWAY Program appears to be tions that occur. Although a significant portion in all subjects. The “high touch” environment related to increased student success, it remains of the actual attendance process may take place provided by the PWAY Program seems to set the unknown which, if any, features of the program through electronic means, the process, along stage for increased student success and retention actually caused student success. with the other program elements, is labor inten- beginning with orientation. Next, although the PWAY Program manipu- sive. Moreover, provisions should be made for Over the course of the year-long program, lated variables such as mandating attendance, events that are beyond the control of the stu- the mandated prescriptive and developmental advising, and tutoring, the variables should be dents including weather related, medical, and academic advising visits through the transition better defined and quantified so that both the family emergencies. and college reading courses encouraged stu- quantity and quality of the services rendered Another implication that arises from imple- dents to examine their own life situation and are addressed. Even though research-based menting a program such as PWAY is the impact compelled students to examine their goals and best practices were followed in designing and it is likely to have on personnel employing a col- choice of major. Students were also encouraged implementing the program, fixed institutional laborative approach with other departments. to think and read critically as they simultane- resources such as limited personnel, space, and As personnel expand their experience and skill ously completed developmental English compo- financial resources resulting in increased class in networking, this may assist in eliminating sition, mathematics, and introductory electives sizes may have affected success and retention the notion of “we cannot do that because….” appropriate for their majors. rates. Developmental education administrators may The increase in academic success and reten- Lastly, developmental English composition, also need to involve personnel from academic tion also appears to suggest that limiting course the orientation course, and college reading advising, counseling, accommodated services, load (to 12 hours in this study) and student elec- were graded on a pass/no credit basis in Spring student affairs, student support services, ad- tive choices while providing breaks between 2004 prior to the PWAY Program’s initiation missions, and information technology services. classes is a strategy that proved useful for the There is no doubt that involving so many people students in this study. Limiting student course can be a daunting task, so developmental educa- Limiting course load…is a load and choice prevents students from taking tion personnel may wish to implement changes too many classes and becoming overloaded as strategy that proved useful. slowly collaborating with one department at well as taking inappropriate classes during their a time. However, inherent in the collaborative first semesters in college. Inserting mandatory model is that developmental education person- breaks between classes also allows time for stu- and therefore not calculated into the student’s nel must also broaden their thinking about what dents to complete homework prior to leaving GPA. However, in Spring 2009, all courses fig- a developmental education program is. This campus where family and work compete for ured into the GPA. How this affected the 2004, study suggests a comprehensive developmental their time allowing little time for coursework or non-PWAY data is unclear as there is no way to program should include a major emphasis on tutoring. predict if a passing grade was really an A, B, or academic advising, orientation to the institu- Despite the increases in mean GPAs, success C and whether a no credit grade was a D or F. tion, and transition coursework in addition to in developmental courses, and the 1-year reten- the traditional developmental education course- Implications for Practice tion rates, there is no doubt that improvements work. to the program should be made in order to aug- Based on the findings of this study, several im- Next, a program such as Pathways could not ment success in developmental mathematics plications for practice are recommended. First, exist on any campus without the support of the (see Table 4). Efforts should also be taken to fur- institutional officials should gather information central administration, faculty, and staff. Com- ther increase the 1-year retention rates (see Table on the academic, nonacademic, and personal munication and collaboration among constitu- 5) and decrease the percentage of students being needs of students in order to target the areas of ents is key. Constantly updating all involved, placed on probation and academically dismissed greatest need for their student population. This even dissenters, on what is (and what is not) (see Table 3). For some reason, certain segments type of needs assessment will inform decisions working in such an initiative can prevent small of the PWAY students continue to choose not to regarding which individual program compo- issues from becoming time consuming prob- help themselves. It might benefit the institution nents may positively influence student success lems for everyone, assist in securing necessary and the students if program administrators in- and retention at other institutions. Targeting a resources, and garner overall support from top vestigate this further to determine the reasons smaller student group and implementing one administrators to participating students. for such noncompliance. or two elements may effectively increase suc- Finally, it is important to note that some cess and retention depending on the institution’s students will refuse to help themselves despite Limitations situation (Boylan, 2009). It should also be noted any support they may be offered. Although fac- The primary limitation associated with this that the implementation of any program element ulty and staff have an obligation to assist every study is that it was conducted at a single, small, that allows for increasing student engagement student to the best of their ability, attempting two-year institution with a limited number of and interaction with institutional personnel will to guarantee student success or satisfaction for students. As a result, care should be taken in promote the development of a relationship with every student is a lesson in futility. In fact, the generalizing the results to other institutions. the institution as a whole and positively affect degree to which students will be accommodat- In addition, this study should be replicated so retention (Brown & Rivas, 1993; Kramer, 2000; ed should be discussed prior to implementing additional data may be generated. Further, no McPhee, 1990; Tinto, 1990). such a program given that program guidelines random sampling was attempted and the study The next major implication for practice is a actually place limitations on student choice describes the environment for the entire popu- word of caution regarding dealing with an “en- (and therefore satisfaction). As a result, some lation of students who met the conditions for forceable attendance policy.” When designing students will undoubtedly be unhappy about a VOLUME 34, ISSUE 2 • WINTER 2010 9 class schedule or a program policy. However, all assistance and developmental education. San college guide for developing America’s under- students have to work within the confines of the Francisco, CA: Jossey-Bass. prepared. Phoenix, AZ: League for Innovation academic structure and limiting developmental Creamer, D. G. (2000). Use of theory in academic in the Community College and American As- students’ choices may help them avoid making advising. In V. N. Gordon & W. R. Habley sociation of Community Colleges. the same poor choices they made in the past. (Eds.), Academic advising: A comprehensive McCabe, R. H., & Day, P. (1998). Developmental handbook (pp. 18-34). San Francisco, CA: education: A twenty first century social & eco- Conclusion Jossey Bass. nomic imperative. Mission Viejo, CA: League A structured developmental education pro- Earl, W. R. (1988). Intrusive advising of the fresh- for Innovation in the Community College. gram that identifies, focuses on, and addresses men in academic difficulty. NACADA Journal, McPhee, S.A. (1990). Addressing the attrition of students’ academic, nonacademic, and personal 8, 27-33. minority students on predominantly white factors can positively affect student success and Ender, S.C. & Wilkie, C.J. (2000). Advising stu- campuses: A pilot study. Student Affairs Jour- retention. The results of this study suggest that dents with special needs. In V. N. Gordon & nal, 10(1), 15-22. students who require developmental education W. R. Habley (Eds.), Academic advising: A Miller, M. A., & Murray, C. (2005). Advising aca- coursework in all subject areas do indeed benefit comprehensive handbook (pp. 118-143). San demically underprepared students. Retrieved from such an approach. With government agen- Francisco, CA: Jossey Bass. from NACADA Clearinghouse of Academic cies at the local, state, and federal levels along Engstrom, C., & Tinto, V. (2008). Access without Advising Resources Web site http://www.naca- with researchers and individual institutions support is not opportunity. Change, 40(1) 46- da.ksu.edu/Clearinghouse/AdvisingIssues/ showing renewed interest in developmental 50. Academically-Underprepared.htm education and boosting educational attainment Escobedo, G. (2007). A retention/persistence in- Parsad, B., & Lewis, L. (2003). Remedial education for all citizens, continued research regarding tervention model: Improving success across at degree-granting postsecondary institutions in such promising approaches in varied settings cultures. Journal of Developmental Education, fall 2000 (NCES 2004-010). Washington, DC: is crucial. Developmental educators and higher 31(1), 12-17, 37. U.S. Department of Education, National Cen- education officials should take time to study ter for Education Statistics. their own students and decide what elements Roueche, J., & Wheeler, C. (1973, Summer). In- Developmental education of such a program may be appropriate for their structional procedures for the disadvantaged. students, gather data on student outcomes, and personnel must also broaden Improving College and University Teaching, 21, share findings with the educational community. 222-225. their thinking about what Silverman, S., & Casazza, M. (1999). 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