The Espoused and Enacted Curricula of Community College Student Success Courses: Clarifying Aims vs. Means for Design and Assessment

• In Event: Considering the Espoused and the Enacted Curriculum

Abstract

This mixed-methods study reconsiders assumptions about purposes and content, and their interrelationship, of community college student success courses. Data come from instructor interviews and syllabi of 45 courses at 43 colleges nationwide. Findings show diffuse curricula, undifferentiated by goals, plus the prominence of identity development alongside traditional capital development rationale.

Authors

• Deryl K Hatch, University of Nebraska-Lincoln

• Crystal E Garcia, Auburn University

• Naomi Mardock Uman, Metropolitan Community College / University of Nebraska - Lincoln

• Sarah Rodriguez, Iowa State University