This study analyzes the internal and external forces that led to the creation and revisions of a community college's mission statement over the course of its 53-year history. We used discourse-historical analysis to examine published college mission statements, transcripts of interviews with the founding dean of the college, and the college's…

The study reported used a Community of Practice (CoP) framework to implement a content-based peer feedback intervention. The goal of this work was to investigate the contribution of the peer feedback intervention influence on improving the writing skills of forty-six community college students in four classes; three classes received the peer…

Recent developments in technology allow instructors to design meaningful customized homework assignments that enhance student performance, while reducing the time and resources required for grading and feedback. In particular, online assignments allow the instructor to utilize various setting options including auto-grading, number of attempts, and…

The purpose of this study was to investigate how students in a developmental writing course at a community college used and adapted cognitive writing strategies learned in the course. The students participated in a funded research project for the development and evaluation of a writing curriculum based on self-regulated strategy instruction. The…

The purpose of this study was to investigate how students who were enrolled in a developmental writing course at a community college used and adapted cognitive writing strategies learned in the course. The students participated in a funded research project for the development and evaluation of a writing curriculum based on self-regulated strategy…

The increasing prominence of technology has given rise to new ways for writing teachers to give feedback electronically. Specifically, this article focuses on electronic written feedback (e-feedback) given to a group of English-as-a-Second-Language (ESL) community college students. Although previous studies have investigated the effectiveness of…

The article presents the results of a randomized experimental study of a writing curriculum for college developmental writing courses based on strategy instruction with self-regulation integrated with practices common in college composition. Students in a full semester course learned strategies for planning and revising based on rhetorical…

This study, positioned within a Community of Practice (CoP) theoretical framework, examined the way in which a content-based peer feedback writing intervention contributed to community college students' feelings of belongingness. Participants engaged in either a content-based peer feedback writing intervention or a teacher-guided self-edit.…

The authors in this study used a pre-posttest experimental design with random assignment to treatment or control group to assess the use of an electronic editing cognitive strategy. The participants were 16 college students with intellectual and developmental disabilities enrolled in a 2-year postsecondary program at a Midwestern institute of…

Objective: To learn how interactions among the content, professor, and students shaped passing and failing developmental English at one urban-serving community college (USCC). Method: I observed three sections of developmental English at USCC throughout a semester and conducted semi-structured interviews with all three professors and a sample of…

Students often enter community college with little proficiency in writing. The authors of this paper share a series of writing assignments designed to help students develop writing and critical thinking abilities throughout their community college experience. The first is a series of relatively low-stakes exercises aimed at helping beginning…

Many teachers have had a favorable response to their experimentation with digital feedback on students' writing. Students much preferred a simpler system of highlighting and commenting in color. After experimentation the author found that this color-coded system was more effective for them and less time-consuming for her. Of course, any system…

This design research project developed and evaluated curriculum for developmental writing classes in community colleges. The core of the curriculum was self-regulated strategy instruction, which has been shown to be effective with adolescents who are struggling as writers. In the curriculum, students learned strategies for planning, drafting, and…

This article describes a study which investigated how explicit strategy instruction may shape student use of metacognitive knowledge and in what ways this knowledge promotes self-regulation in the learning of writing. From a class of a 2-year associate degree programme in Hong Kong, which experienced a 15-week process-oriented writing course…

We introduce an educational game-based assessment that measures the choices students make while learning. We present Posterlet, a game designed to assess students' choices to seek negative feedback and to revise, in which students learn graphical design principles while creating posters. We validate our game-based assessment approach with three…