| If a student is deficient in reading, then the chances of that student obtaining a postsecondary degree of any type are significantly lowered. The purpose of this case study was to understand how community college administrators engage in reflective action in response to a mandated developmental education reading course redesign. The theoretical perspective utilized for this case study was reflection-in-action to understand how reflection can be used and when reflective practices should occur. The research questions assessed how, when, and to what extent community college administrators engage in reflective action in response to a mandated developmental reading course redesign. Interviews were conducted with five community college administrators, three faculty/staff members, and six students for a total of 14 participants. Document collection and secondary sources were also utilized. The case study focused on the multiple perspectives brought by a developmental education department and its students as administrators reflected upon and implemented a mandated developmental education reading course redesign. Feeling that the redesign mandate was imposed upon them, community college administrators found that opening lines of communication mitigated some of the challenges of complicated change and an overwhelming redesign. The outcomes of this study illustrated the need for community college administrators to focus on developmental education reform implementation. Another major finding of this study was that with change comes unintended consequences that can be considered both good and bad. Mandated change can be better facilitated by reflecting as the work occurs and information is revealed and responding to concerns immediately. |
