Pedagogy and Curricular Choice in Community College Accelerated Writing Courses

• In Event: 25.067 - Roundtable Session 7
  In Roundtable Session: 25.067-15 - The Relationship Between Faculty and Student Outcomes

Abstract

To improve students’ outcomes and retention rates, community colleges have implemented acceleration strategies which allow students to complete their developmental requirements in a shorter amount of time. We report on interview-based data that examine the impact of an accelerated freshmen writing course on teachers’ curricular decisions and pedagogical practices at a large urban community college. Our findings reveal that while accelerated writing courses offer instructors more time to work with their students, they also pose a complex set of challenges, which in turn results in significant changes in teaching practices and curricular choices. More qualitative research is needed that focuses on the teachers’ experiences and their capacity to help students benefit from an accelerated course.

Authors

• Sharon Avni, Borough of Manhattan Community College - CUNY

• Heather Bobrow Finn, Borough of Manhattan Community College