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Creation Date

2018

Department

English and Theatre

Abstract

This study examined student success in an accelerated, integrated literacy course piloted in 2013 in response to national trends and state mandates.

Since 2013, 74% of students enrolled (n = 437) in the co-requisite first-year reading and writing course, ENG 101R, met developmental requirements and earned ENG 101 credit in their first semester. The pass rate is comparable to those in former stand-alone developmental courses and saved students time and money in meeting course requirements.

Since 2015, students who subsequently enrolled in ENG 102 passed at a rate comparable to students who did not have developmental requirements. Students’ self-reports and writing samples indicate that they gained confidence and metacognitive awareness, and met critical reading and writing learning outcomes.

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