Abstract
This article is a case study of how student data can guide instructors in course redesign. A significant percentage of students enrolled in an American Civilization course did not successfully complete the course. An examination of ACT scores, GPAs, grades in math and English composition, reading tests, and assignment completion rates indicated that two key obstacles to student success were a lack of student engagement and a disparity between student reading capabilities and the required instructional materials. Following a change in the topical focus of the course, the addition of active learning projects, and supplemental aids to the textbook, course completion increased.
DOI
https://doi.org/10.26077/rzne-p124
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Rhoades Neel, Susan
(2017)
"Stalled at the Gate: Addressing Student Failure in a "Gateway" Course,"
Journal on Empowering Teaching Excellence: Vol. 1:
Iss.
2, Article 6.
DOI: https://doi.org/10.26077/rzne-p124
Available at:
https://digitalcommons.usu.edu/jete/vol1/iss2/6
Included in
Curriculum and Instruction Commons, Higher Education and Teaching Commons, Scholarship of Teaching and Learning Commons, United States History Commons
