This document discusses strategies for supporting developmental reading and English (DRE) students at Bladen Community College. It notes that many DRE students struggle with technology and lack confidence. The document outlines several approaches taken by the college to help DRE students succeed, including: 1) Advising students individually based on their skills and providing extra tutoring and support for those most behind. 2) Stacking DRE 096 and 097 classes to allow students to progress at their own pace and preview upcoming material. 3) Providing instructor-led technology and computer skills support for students. 4) Hosting workshops on common problem areas like grammar, writing, and citation styles to reinforce skills across classes.

1. Reaching out to ALL DRE
Students
Joyce Bahhouth
Bladen Community College

2. Points that Will Be Covered
• Technology as a major threat and impediment to many non-
traditional students
• Nourishing students' self-confidence
• Advising students and following up on their performance
• Working on their technology skills increases their motivation to learn and
write better
• Providing students a chance to preview upcoming materials and brush up on
basics
• Giving workshops that remedy weaknesses
• Increase retention rates

3. DRE Classes Today
Multiple Measures NCDAP
Very Few Students
in DRE 096/DRE 097

4. Who Are Our DRE Students?
• High School Graduates (tech savvy)
• Non-traditional students (some have fear of technology)
• Summer 2014: High drop-out rate due mainly to students’ failure to
use technology (transitioned to DRE 096/097 in spring 2014, and DRE
096/097/098 in the summer)
• Hybrid DRE that depended heavily on the online component
• Online DRE 098
• Students’ lack of readiness to take classes online
• First indicator is students’ scores on placement tests

5. Methods of Boosting Students’ Self-
Confidence
College
DRE
Tech
Advi
sing

6. Advising
• Students with very poor test scores (i.e. pre-developmental) go to one
advisor.
• Advisor follows up on student performance with all concerned
instructors.
• More tutoring and instructor attention is given.
• Students who have major disabilities tend to drop out the first
semester; other students hang on longer.
• Advisors are asked to check students’ grades prior to registering them
in other courses.
• Main reason for dropout is personal.

7. For Students to Be Successful
Nurture Basic Skills
Nurture Independent
Learning

8. Years Past versus the Present
• In the past, the majority of the students were placed in DRE 096 or
ENG 070.
• In fall 2015, 10 students took DRE 096 (either morning or night
classes).
• Case of an ENG 111 student who has been through ENG 070, ENG
080, and ENG 090.

9. Pre-Developmental Last Fall and this Fall
Fall 2014
• 30 students
• Majority weak in math and
English
• Success rate: 80%
• Retention rate: 57% (by May)
35% (by Aug.)
Fall 2015
• 12 students
• Majority weak in math
• Success rate: 66%

10. DRE 096/DRE 097
Levels of Ease with
Technology
Limited Time
Tech
Non-
Tech
Pre
DRE
096
DRE
097
8
Weeks
Levels of Proficiency

11. Technology
PlanA
OST 131
OST 137
PlanB
CIS 110
PlanC
Instructor
Support

12. Instructor Support
• First Week in DRE, DMS, and CIS
• Focus on operating the computer (Some differences between day and night
students)
• Instructors’ patience and nurture
• Usually with pre-developmental students:
• One-on-one tutoring on how to operate the computer (DRE, Math & CIS instructors)
• Some success stories
• Use the computer as a sandbox
• Erase or correct errors without leaving any trace
• Check grammar and spelling
• Enjoy writing more

13. Findings

14. Stacking DRE 096/097: Classroom Set-Up
General
Lecture
Class-Level
Group work
Individualized
Modules

15. Stacking DRE 096 and DRE 097: Advantages
• Meeting Students’ Needs One on One
• Some DRE 096 are quick and can move fast.
• Some DRE 097 lack basic grammar skills.
• Allowing Students to Move at Their Own Pace
• Some students need more practice at the sentence level.
• Some students need more practice with reading comprehension.
• Giving DRE 096 students a preview of what will be expected of them in DRE
097
• Giving DRE 097 students a chance to revisit concepts they may still be rusty
on

16. Success Rate
• Started stacking classes in the summer of 2015
• One student (out of four) tested out of DRE 098 and went straight to
ENG 111. Two other students could have tested out.
• In the fall, all students passed.

17. DRE 097/098: A New Experience
• Started Oct. 14
• Different books
• Few DRE 097
• Quality of DRE 097 students

18. Concerns for ENG 111 and College Courses
Multiple
Measures
NCDAP
Fast Paced DRE
Courses
Success in
College Courses

19. Problems Encountered
No Writing
Center
• LEC
• Upswing
• Launchpad Solo for
Readers and Writers
Lack of
Student
Motivation
• The Ink Quill
• Student –Teacher
Interaction
No Learning
Communities
• Workshops

20. Workshops on Grammar and Writing
Common
Problem
Areas
• Fragments
• Run-On
• Subject-Verb
Agreement
• Pronoun Antecedents
Invite Classes
or Meet Class
Needs
• Summary
• APA
• MLA
Create Links
in Classes
• General use
• Revising papers

21. Hope to Achieve
Addressing Needs
Create
Learning
Communities
Awareness
among Students,
Faculty
Members,
Administration
Create
Independent
Learners

22. Conclusion
It is very unfortunate that we have to teach some students to read to
understand at college level.
It is unfortunate that some students have never been asked to read a
textbook to understand a concept.
We are very fortunate to have faculty members who care and devote a
lot of time to bridge a gap that should never have existed in the first
place.