Best Practice- Pairing First Year Experience Course (FYE) with Developmental Reading Course

In 1996, a review of the retention rates of students in the developmental reading classes indicated that while students were succeeding in their classes, few were being retained the following semester.

A number of best practices were reviewed and implemented over the following; however, the pairing of the first-year experience course with a developmental reading course is considered by the reading division to be the major contributor to increased success and retention of developmental reading students.

Findings:

FYE (GE 101) data (fall 2000 – spring 2001):
Of the fall 2000 GE 101 students (includes all campuses) who succeeded (letter grade A-C), 92% returned the following semester.
Of the fall 2000 GE 101 students (this includes students who passed, failed, withdrew, or received a making progress grade, 77% returned the following semester.

DEVELOPMENTAL READING (RDG 020) (fall 2000 – spring 2001):
Of the fall 2000 RDG 020 students (includes all campuses) who succeeded (letter grade A-C), 94% returned the following semester.
Of the fall 2000 GE 101 students (this includes students who passed, failed, withdrew, or received a making progress grade, 74% returned the following semester.

The FYE course’s curriculum was developed around a single overarching learning goal: To promote for first-year students a positive adjustment and assimilation into the college.

What makes the difference?

Faculty repeatedly list the “development of community” by the cohort of students in the paired classed as being the major contributor to success and retention, which spills over into identification with the college. Community is followed closely by the “extension of advising” through educational and career planning units in the paired FYE course. Third, is the early and heavy emphasis on understanding the role of a student and taking responsibility for assuming that role in the paired and other classes the students are taking. Fourth, is the collaboration/teamwork in problem-based learning, information literacy and other activities which require student interaction and cooperation.