Learning a Trade: Increasing Success Rates of African American Males in Gateway English and Math Courses in Trade Programs at Wilson Community College

Jennifer Wilson Gonyea, LEARNING A TRADE: INCREASING SUCCESS RATES OF AFRICAN AMERICAN MALES IN GATEWAY ENGLISH AND MATH COURSES IN TRADE PROGRAMS AT WILSON COMMUNITY COLLEGE (Under the direction of Dr. Crystal Chambers). Department of Educational Leadership, May 2022. This participatory action research (PAR) study examines the challenges and barriers experienced by African American male students enrolled in select trade programs at Wilson Community College, how those challenges and barriers impact the success rates of these students in gateway English and math courses required for their program, and what type of intervention strategy would be most effective in alleviating the impact of identified challenges and barriers. Semi-structured interviews were conducted with faculty advisors for the trade programs, English and math faculty, and African-American male students currently enrolled in the selected trade programs when the study was conducted to obtain data on real and perceived challenges and barriers from both a faculty and student perspective. This study concludes that African American males enrolled in trade programs feel that English and math courses are unnecessary for success in their trade courses and the field. In addition, student participants believed that if assignments in their English and math courses were related to the content taught in the trade programs, they would be engaged and more likely to succeed in these courses. The data obtained during this inquiry was used to develop a tutoring program that addresses the challenges and barriers identified by the student participants that can be proposed for possible implementation at Wilson Community College

NSSE & FSSE 2020: Guidance on COVID-19 Disruptions

COVID-19 is causing unprecedented disruptions to campuses and communities everywhere. To provide guidance to institutions participating in NSSE 2020 and FSSE 2020, we invite you to attend a free webinar on Thursday, March 26 at 2:00 pm (Eastern). We will discuss questions and concerns about the 2020 administration, suggested modifications to reminders and delivery dates, guidance for communicating with students and faculty about survey plans and delivery of incentives, the potential impact on response rates and student engagement results, plans for identifying and analyzing respondents by completion date, and other timely topics. NSSE webinars are live and interactive, providing participants the opportunity to ask questions via a text chat. When you register you will be invited to submit questions and suggestions in advance

NSSE 2020 Follow-Up: Using Results Collected During The COVID-19 Pandemic

NSSE webinar to discuss findings about assessment during the COVID-19 pandemic, results from preliminary data analysis and how to use spring data collection to inform planning

Learning a Trade: Increasing Success Rates of African American Males in Gateway English and Math Courses in Trade Programs at Wilson Community College

Jennifer Wilson Gonyea, LEARNING A TRADE: INCREASING SUCCESS RATES OF AFRICAN AMERICAN MALES IN GATEWAY ENGLISH AND MATH COURSES IN TRADE PROGRAMS AT WILSON COMMUNITY COLLEGE (Under the direction of Dr. Crystal Chambers). Department of Educational Leadership, May 2022.\n\nThis participatory action research (PAR) study examines the challenges and barriers experienced by African American male students enrolled in select trade programs at Wilson Community College, how those challenges and barriers impact the success rates of these students in gateway English and math courses required for their program, and what type of intervention strategy would be most effective in alleviating the impact of identified challenges and barriers. Semi-structured interviews were conducted with faculty advisors for the trade programs, English and math faculty, and African-American male students currently enrolled in the selected trade programs when the study was conducted to obtain data on real and perceived challenges and barriers from both a faculty and student perspective.\nThis study concludes that African American males enrolled in trade programs feel that English and math courses are unnecessary for success in their trade courses and the field. In addition, student participants believed that if assignments in their English and math courses were related to the content taught in the trade programs, they would be engaged and more likely to succeed in these courses. The data obtained during this inquiry was used to develop a tutoring program that addresses the challenges and barriers identified by the student participants that can be proposed for possible implementation at Wilson Community College