Offer student success courses in varied content, timing, and delivery modes matched to student needs rather than a one-size-fits-all model¶

Strategy · All strategies
Evidence · no claims cited

Description¶

This strategy addresses student criticism that student success courses can feel irrelevant, costly, and like wasted time. The report recommends that colleges "consider providing the courses in a variety of delivery modes so students can select the one that best fits their schedule," such as online versions, night classes, or selectable modules based on self-assessment. It also suggests different curricula based on students' fields of study, prior college experience, and work status, and timing some content in the second semester once students recognize where they struggle.

Design Implications¶

Context¶

Requirements¶

• Colleges should review the content of any offerings they make mandatory to ensure they are engaging, high quality, and relevant to students' intended coursework and career plans.

Constraints¶

• The report states there is not a one-size-fits-all model for this type of course; students have different needs and enter college at different points along the education trajectory.

Target Learners¶

• Community college students, including first-time, returning, and working students

Target Learning Goals¶

• College success skills such as time management, study habits, and test taking; adjustment to college culture and expectations

Related Strategies¶

• Respect Diverse Talents and Ways of Learning
• Blended Learning

Examples¶

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Key Sources¶

• Nodine, T., Jaeger, L., Venezia, A., and Bracco, K. R., with research support from Public Agenda. (2012). Connection by Design: Students' Perceptions of Their Community College Experiences. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED541651