Murray State Theses and Dissertations


This study examines a multi-faceted instructional model used in Applied Technologies programs at a medium size community college. The model accelerates students who have not met placement test benchmarks into college level math with the support multiple strategies utilized in the model, specifically team teaching in the technical and math courses, a learning community structure, weekly tutoring, and a first year experience course. This study examined the impact of the instructional model on student success, specifically course grades and semester-to-semester persistence, and on students’ personal qualities, specifically mindset, grit, and study skills self-efficacy. Mixed methods research design examined statistical significance in differences in means of course grades, expected and observed rates of persistence, and personal qualities scores at the beginning of the year, midterm, and at the end of the year. Focus groups were utilized to provide student perceptions to enrich the quantitative data. Findings from the study support acceleration of students scoring near placement test benchmarks with team teaching used to support student learning. Also, findings affirm the important role institutional representatives as well as peers play in academic integration for community college students.

Year manuscript completed


Year degree awarded


Author's Keywords

community college, mixed methods research, developmental education, academic integration

Dissertation Committee Chair

Ben Littlepage

Committee Member

David Heflin

Committee Member

David Allen

Document Type