The purpose of this assessment is to identify and support students who have re-enrolled in ALT 100: Academic Literacy Through Integrated Reading and Writing after previously failing or withdrawing. By tracking these students, I aim to provide targeted interventions that address the challenges they faced in their earlier attempt. Meeting individually with each online student allowed me to understand their academic and personal barriers, co-develop a success plan, and monitor their progress closely throughout the term.
The ultimate goal of this assessment is to increase student retention and completion rates in ALT 100, which serves as a prerequisite for English 101. Successful completion of this course not only moves students closer to their academic goals but also builds their confidence and skills necessary for success in college-level coursework. This assessment will help provide support to students who have faced previous setbacks, ensuring they have an opportunity to succeed.
This course is taught by two residential faculty members-an English faculty and reading faculty. This collaborative approach ensures that students benefit from a broader skill set, fostering a deeper understanding of how reading and writing are interconnected.
This assessment is necessary because students retaking ALT 100 face a range of academic and personal challenges that can significantly impact their ability to succeed. Many of these students are returning to school after several years away, and they often struggle with time management, low academic confidence, and gaps in foundational skills such as reading comprehension and writing. Additionally, some are English language learners who need extra support to fully engage with the course content. Others may lack access to basic learning tools like a laptop, which puts them at a disadvantage from the start.
Without intentional, proactive support, these students are at risk of repeating past outcomes—withdrawal or failure—which can delay or hinder their academic progress. This assessment allowed me to:
- Identify specific barriers each student was facing
- Provide and direct students to tailored resources and support, such as tutoring, technology access, and learning accommodations
- Monitor progress more closely and adjust instructional delivery as needed.
- Build motivation and self-confidence through regular check-ins and encouragement
By understanding each student's unique situation and co-creating a plan to address their needs, this assessment becomes a critical tool in helping them successfully complete the course. Ultimately, this not only supports their transition into English 101 but also contributes to their long-term academic and personal success.
Ten students were identified by OPIE as returning to ALT 100 in Fall 2024. To support these students as they retook the course, a structured and intentional approach was implemented to build academic skills, motivation, and accountability. The practice began with an initial one-on-one meeting with each student, during which their prior experience with the course was discussed and their individual needs and concerns were identified. Of the ten students identified, two attended the class in person—both of whom had previously taken the course online. The remaining eight students were enrolled in the online section.
During the initial meeting, students were asked to read advice written by former students who had successfully completed the course. This peer insight was used as a reflective tool, helping current students to craft personalized study goals. These goals created a foundation for self-awareness and accountability throughout the term.
Ongoing academic tracking was implemented using quarterly grade checks, allowing students to review their own progress and make adjustments as needed. Online, I maintained regular communication by sending personalized emails offering positive feedback and encouragement each time a student submitted an assignment. This communication strategy helped reinforce student motivation and maintained a supportive instructor presence. Personal check-ins, positive reinforcements, and acknowledgements were made with students taking the class in-person.
All submitted assignments received constructive, strengths-based feedback, following a consistent format:
- Positive comment identifying a strength in the student’s work
- Specific suggestion for improvement or refinement
- Encouraging closing remark to reinforce effort and progress
To promote accountability, any missed assignments triggered a friendly reminder email, emphasizing the availability of a 24-hour grace period for late work. This encouraged students to stay on track without losing points for missing the initial deadline.
In response to technological barriers, all students were informed about the college’s laptop lending program. As a result, four students borrowed laptops to support their coursework, ensuring they had the tools needed to succeed.
Through a system combining personal meetings, peer advice, goal setting, timely feedback, progress tracking, and resource access, the practice was successfully implemented to increase student engagement, self-efficacy, and course completion rates.
At the end of the semester, 6 out of 10 students (60%) successfully completed the reading course. This represents a strong improvement when compared to these students' previous outcomes—either failing or withdrawing—demonstrating that the targeted support strategies and interventions implemented this term had a positive impact on student persistence and performance.
Successes:
- The 60% completion rate among returning students is encouraging, especially considering the additional barriers they faced (e.g., previous failure, time away from school, ESL needs, lack of confidence).
- Students benefited from:
- Individualized support (office hours) and check-ins (email/announcements)
- Personalized feedback on assignments
- Regular encouragement and goal setting
- Access to technology (four students borrowed laptops)
These supports likely contributed to increased motivation, improved academic habits, and greater confidence, which helped more than half the group succeed in passing the course and qualifying for English 101.
Withdrawals:
- Four students (40%) withdrew before completing the course. The reasons were:
- Medical concerns
- Academic difficulties
- Personal issues
- For two of these students, online care reports were submitted to the college’s student support services, ensuring they were connected with additional resources beyond the classroom.
- While the withdrawal rate remains significant (40%), it is important to note that the context involves at-risk students who had already struggled with the course previously. Two students who withdrew this semester were enrolled for the third time in the course.
- Compared to the first enrollment, where all ten either failed or withdrew, this semester shows meaningful progress, especially in terms of re engagement and course completion.
This assessment focuses on supporting students retaking ALT 100: Academic Literacy Through Integrated Reading and Writing, a foundational course that prepares students for English 101. These students, having previously failed or withdrawn, faced a range of academic and personal barriers, including time management challenges, low confidence, limited access to technology, and gaps in literacy skills. To address these issues, I implemented a support system that included individual meetings, goal setting, regular feedback, academic tracking, and access to campus resources such as the laptop lending program.
The course is co-taught by two residential faculty members—one in Reading and one in English—offering students a broader instructional perspective and stronger academic support. Personalized strategies such as quarterly grade checks, peer advice reflections, and strengths-based assignment feedback were used to build student confidence and improve learning outcomes. At the end of the term, 60% of the students successfully completed the course, marking significant progress compared to their prior attempts. Four students withdrew due to medical, academic, or personal challenges, with care reports submitted for those needing additional campus support.
Reflecting on these outcomes, the next steps include early identification of returning students, proactive engagement strategies in the first weeks of class, stronger integration with support services, and ongoing peer and faculty interaction. This assessment reinforces the importance of intentional, equity-minded teaching practices in improving student retention, particularly for those at risk of falling behind in their academic journeys.
| Attachment | Size |
|---|---|
| Student List provided by OPIE of returning students | 38.64 KB |
