From a Student Assistant

Hello ... I love this question!

I am a student assistant in the ACCESS Center here at Richland, which is why I received your email.

As a new student just two short years ago I will tell you that she is someone who is by choice or circumstance re-evaluating her life and wondering where to go next. She is nervous about taking classes because she hasn't been in school for a very long time. She is wondering how she will possibly fit in with other students who may be up to 20 years younger than she. She is scared that she will not be able to handle classes in addition to taking care of her family. She is unsure of what will be required of her. She is excited about her future. She has been in the workforce for many years making less than the national average and has come to realize the value of a college degree. She is needing help and information about how to pay for college. She will be a good student and will receive great grades. She is a long-time consumer and will expect to receive what she paid for. She may need help maneuvering around eCampus and eConnect and will not understand what "Lect, Web" or "OnlinePtl" means when trying to register for a math class.

She will also come to see her time at Richland as "one of the best things she ever did!" She will be very proud when she walks across the stage in May to receive her Associates Degree and will cry tears of joy when she receives her acceptance letter from TWU's Nursing School. She will miss Richland College because it has supported her, encouraged her, motivated her, and accepted her. 

From a Reading Instructor Who Recently Did a Major Course Redesign

 

OPRIE did a recent survey of our students in the   new redesign classes.  Our population is mostly first time in college students, and many come from impoverished backgrounds.  The majority are female, and there is a significant percentage of ESL students.  The bulk range in age from 18-25.  There are also many Latino and African Americans, two of our retention-related KPI issues being addressed in course re-design.

There's a huge gulf between college work and what they did (more accurately didn't do) in high school.  Until recently, many have been unable to bridge the divideIt's also fair to say that our students frequently lack support for their efforts from parents and peers.  This is especially true when it comes to motivation and persistence.  About 1/3 of our students in 0093 give up before they finish the course (about .25-to-.33 don't even take the course exit assignment!) .  In DWRI, we are addressing the problem with study skills workshops.  For example, we use LASSI to teach students about their deficiencies.  In addition, developmental education students typically lack good technology and social skills. 

For another source, take a look at SENSE from UT-Austin.  Survey of Entering Student Engagement looks at entering students across the country; it also provides great information on developmental education students.  In fact, SENSE team participated with OPRIE in a focus group of our instructors.  I hope this helps, Gary.