Fostering a Therapeutic Learning Environment: Highline Community College

• In Event: Roundtable Session 78
  In Roundtable Session: Revisiting Validation Theory: A Theoretical Dialogue With Research and Practice Implications

Abstract

Highline Community College is one of the Achieving the Dream colleges in the nation, the most diverse college in the state of Washington, and made up of students from the basic skills level (at 30% of the entire student population).

A main focus of the institution’s focus is the transition and retention of students from noncredit basic skills classes (Adult Basic Education/English as a Second Language) into college-level credit classes and then on to graduation. In 2005, the institution’s transition data of student moving from noncredit basic skill classes into college-level credit classes and then on to graduation were dismal. Only 7% of high-level ESL students went on to take college credit-level classes, while only 3% of all reached 15 college-level credits.

Through Achieving the Dream, a purposeful strategy of creating a network of information sources, resources, and referral systems were created to address the low percentages of student transitioning into credit-level classes and graduation (ESL-to-Credit intervention). This strategy utilized elements of Laura Rendón’s (1994) validation theory where faculty, staff and administrators are fostering a validating classroom and learning therapeutic community both in-and out- of class.

This article provides a perspective of when validation theory (Rendón, 1994) is employed in transitioning students. In Year One (2007-2008), one-to-one advising was created. There were 14 volunteer transitional advisors. In Year Two (2008-2009), the Transition Referral and Resource Center, a physical space for advising activities, information materials, class visits, workshops, and drop-in referral services was created. In Year Three (2009-2010), students wanting to transition are served. Institutional date confirm that the three years of work paid dividends in student achievement. The transition rates moved to 20%.
Qualitative focus groups and quantitative methods are implemented during the three years.

Several key success elements surfaced. One key element is the support and innovation of faculty, staff, and administrative leaderships. Another key element is the utilization of the I-BEST (Integrated Basic Education Skills Training) model. In addition, one of the main challenges during this process is in the paradigm of how individuals in higher education view students who take below-college classes. Increased dialogue on the concept of transition and what that means for students inside and outside of the classroom must lead to a broader understanding of students’ success and retention college-wide.

Rendón (1994) provides an important framework to the transitioning of students at Highline Community College.

Author

• Rolita Flores Ezeonu, Highline Community College