Year Capstone Completed
2024
ENG997 & ENG998 Instructor
Zachary Garrett, D.A.
Abstract
The landscape of the college classroom is changing at warp speed in the wake of the COVID-19 pandemic and developing technologies such as artificial intelligence. As such, it is time for those in leadership at the administrative level to redefine what it means for students to be successful in their college classrooms. Placing students with different educational experiences and skillsets into one class is no longer working, and many students who could be successful with a little bit of understanding and assistance are slipping through the proverbial cracks of failure. Some of these students never step foot in college again. Others reenroll repeatedly and intermittently when they realize climbing the professional ladder only goes so far without a college education—only to be met with the same struggles that resulted in failure from their first attempts. As such, inquiry and research can provide insight into the resources and tools necessary for students to be successful in their educational experiences. College entrance assessment practices need to be refined to reflect the skillsets required to be successful in college writing classrooms. An individualized writing skills assessment and mentoring program can provide one solution to this dilemma facing colleges across the nation. While designed primarily for community colleges due to open-door policies and larger numbers of students in these institutions encountering writing deficiencies, the program can also be utilized in universities.
Recommended Citation
Brunner, Leanna, "Atlas: Targeting Student Writing Deficiencies through Assessment & Mentoring in the College Classroom" (2024). Doctor of Arts in English Pedagogy Capstones. 3.
https://digitalcommons.murraystate.edu/daeng/3
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