Working Together: Student-Faculty Interaction and the Boise State Stretch Program

Autor/in	Peele, Thomas
Titel	Working Together: Student-Faculty Interaction and the Boise State Stretch Program
Quelle	In: Journal of Basic Writing (CUNY), 29 (2010) 2, S.50-73 (24 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0147-1635
Schlagwörter	Basic Writing; Interaction; Writing Ability; School Holding Power; Teacher Student Relationship; College Faculty; Grade Point Average; Academic Achievement; College Credits; Freshman Composition; College Students; College Freshmen; Writing (Composition); Writing Instruction; College English; Evaluation; State Boards of Education; Portfolio Assessment; Enrollment; Idaho + Suchen Sie Ihr Suchwort? Interaktion; Schreibkompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Schulleistung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Collegestudent; Studienanfänger; Schreibübung; Schreibunterricht; Evaluierung; Portfoliobeurteilung; Einschulung
Abstract	In this article, I describe how policy changes instituted by our State Board of Education prompted the composition faculty at Boise State University to develop a Stretch program. Our goal was to support basic writing students by linking two writing courses (one of which is non-credit-bearing) , thus allowing students to remain with the same classmates and professor for a full year instead of just one semester. I discuss the history and challenges of our Stretch program and detail our assessment of it, which reveals a positive impact on student retention, G.P.A, and writing ability. While there are too many variables to claim that the Stretch program alone is responsible for the positive outcomes, research shows that increased student-faculty interaction, a significant feature of the Stretch program, does reinforce student learning. We are using evidence of this research and our assessment to develop the program and advance the argument that students should receive full credit for both semesters of the Stretch sequence. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10