| The problem addressed in this case study was a gap exists in understanding what informed the instructional design strategies of developmental/mainstream faculty working in developmental and mainstream instructional settings. The purpose of this intrinsic case study was to describe how postsecondary faculty at broad-access institutions of higher learning in the Intermountain West perceive the influences that inform their design and delivery of instruction as they transition between developmental and mainstream instructional settings. The Grand Tour Question framed the scope of this study: What do faculty at broad-access institutions of higher learning in the Intermountain West describe as influences that inform their design and delivery of instruction as they transition between developmental and mainstream instructional settings?
Eight full-time faculty from five broad-access institutions throughout the Intermountain West participated in this intrinsic multi-site case study. Three cohesive themes emerged:
1. Developmental/mainstream faculty meet their students where they are by designing courses and curricula guided by the principle that there is not one right way to help students who are just catching up to the starting line of postsecondary studies as they transition into university culture.
2. Developmental/mainstream faculty describe their work as a calling, a deep connection to their students, expressed by respecting the humanity and uniqueness of each learner by artistically exploring what works in the developmental classroom.
3. Developmental/mainstream instructors negotiate being under the microscope of increased institutional attention to developmental instruction by establishing a culture that embraces at-risk students by showing that instructional insights gained in developmental settings can be applied elsewhere to help students thrive.
The study’s findings suggest developmental/mainstream instructors explore differentiated learning models, validating students’ lived experiences, and expanding professional service efforts. Implications for the practice of instructional designers included supporting faculty efforts to engage in differentiated learning, supporting faculty efforts to understand students through learner analysis, and increasing accessibility through curricular design. Implications for institutional policy include increasing opportunities for developmental faculty to share expertise in service settings, fostering opportunities for pre-service teachers to prepare to teach in developmental settings, and increased participation by developmental faculty in retention and persistence initiatives at the institutional level. The study recommends further investigation into the differences between broad-access universities and community colleges regarding developmental instruction and the lived experiences of developmental/mainstream faculty.
Keywords: instructional design, developmental, mainstream, case study, qualitative, postsecondary |