Faculty perception of remediation


Undergraduate enrollment in higher education continues to increase while completion rates remained stagnant.  The purposes of this qualitative, single, descriptive case study, conducted at a college in the Southwest region of the United States, were (a) explore the perceptions of higher education faculty regarding their use of remediation activities and their effectiveness and (b) gain a deeper understanding of remediation practices and their efficacy in academic development.  Data were collected during face-to-face interviews to address the primary research question:  How do faculty perceive andragogical strategies in remedial programming.  The research was conducted at a college in the Southwest region of the United States and engaged faculty in face-to-face interviews and observations.  Manual content analysis and NVivo® 10 software were used to reveal categories that emerged from the evidence.  Evidence revealed that faculty perceived remedial support is necessary, but support strategies must be designed to address the needs of students. They indicated that several andragogical strategies had proven effective and shared their best practice experiences.  Findings also support the influence of collaborative activities on the learning environment and further imply that there are benefits to be realized from the creation and deployment of college strategy building sessions, especially when designed to include assessment of student needs and potential mediation activities.

This publication has been peer reviewed.
Publication Type: 
Journal Article
Jenkins, I., Leach, R.
Year of Publication: 
Journal, Book, Magazine or Other Publication Title: 
Community College Journal of Research and Practice
submitted for publication
Taylor & Francis Group
Publication Language: 
Dr. Deborah Floyd
Boyer's Domain: