Faculty Mentor(s)

Advisor Dr. Houston Thompson

Reader Dr. Bonnie Perry

Project Type

EdD Colloquium - MidAmerica

Scholarship Domain(s)

Scholarship of Teaching and Learning

Presentation Type

Other

Abstract

This study examined the implementation of an enhanced model of support within the developmental writing course at a small private Midwestern university. The university used grant funds to implement the enhanced model of support within the developmental writing course with the goal of increasing student achievement as they prepared for Composition I, a required course for all students. The enhanced model of support included a writing specialist as the course instructor for the Writing Skills course, the revision of course curriculum, addition of embedded tutors, and the addition of required supplemental instruction sessions outside of class time. The purpose of this quantitative study was to document the effects of the enhanced of model of support on student achievement of students enrolled in the Writing Skills developmental course and subsequently the Composition I course. Study participants included students who completed the Writing Skills course in the fall 2015 and spring 2016 semesters. The results of the study showed increases in student achievement during the year after implementation. In addition, the study results showed opportunities for future research so that others can survey the array of factors that impact student performance and the effect of each.

Permission type

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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The Effectiveness of an Enhanced Model of Support in a Developmental Writing Course

MidAmerica

This study examined the implementation of an enhanced model of support within the developmental writing course at a small private Midwestern university. The university used grant funds to implement the enhanced model of support within the developmental writing course with the goal of increasing student achievement as they prepared for Composition I, a required course for all students. The enhanced model of support included a writing specialist as the course instructor for the Writing Skills course, the revision of course curriculum, addition of embedded tutors, and the addition of required supplemental instruction sessions outside of class time. The purpose of this quantitative study was to document the effects of the enhanced of model of support on student achievement of students enrolled in the Writing Skills developmental course and subsequently the Composition I course. Study participants included students who completed the Writing Skills course in the fall 2015 and spring 2016 semesters. The results of the study showed increases in student achievement during the year after implementation. In addition, the study results showed opportunities for future research so that others can survey the array of factors that impact student performance and the effect of each.