Abstract:
College learning support programs assist students who are academically and, often times, socially ill prepared to enter college. The purpose of this study is to use the CIPP Evaluation model to identify participants’ perceptions of and experiences with a college learning support program.
This basic mixed-method research study was framed within the CIPP Evaluation model components of Context, Input, Process and Product. A semi-structured focus group interview and an electronic CIPP survey were conducted with the participants. The participants in the focus group interview and the CIPP electronic survey were learning support students enrolled in a two-year college during the summer semester of 2018.
The data collection and analysis resulted in two burgeoning findings. First, the enormous academic, personal and career needs of learning support students require extensive, strategic faculty and staff collaboration. Second, the instructional needs of learning support programs necessitate instructional strategies, processes, designs and curriculum structures that support student engagement and progression. The learning support student participants in this study gave unique contributing feedback to inform and support student success and program improvement.
Keywords: college student success; college remediation improvement; CIPP Evaluation; program evaluation; college support services; minority students' college experiences;