| The study addressed the potential to improve practice, in developmental education programs in two year community and technical colleges. The study asked the question, what contributions can faculty experiences with underprepared students in the classroom add to the design of developmental education programs. Personal development learning theories, cognitive development learning theories along with developmental education best practices and program success factors were used to provide the framework for the study. The study was a qualitative, case study analysis of the known faculty classroom experiences of thirteen developmental educators from three community and technical colleges. The interviews were semi-structured, face to face at the instructor's college. The instructors shared their experiences with ten developmental education program design elements directly related to faculty. Instructors also shared their value of development education; their ideal learning environments and what they would do increase the vitality and success of underprepared students at their college. The findings of the study support the concept that developmental education must be an institutional priority; and, a shared understanding of faculty experiences in the classroom and theoretical practitioners can positively impact long term change in developmental education. Understanding the correlation between theory and classroom practice will provide a compelling argument for change in current developmental education practices and lead to greater integration of the theory-based instruction to classrooms. |
