Exploring faculty members' perspectives on the use of embedded English courses to enhance writing skills of community college students

Abstract

This research study examined the lived experiences of two faculty members who facilitated embedded-level English courses at Middlesex Community College (MxCC), a two-year public institution in the Connecticut State College & University (CSCU) system. The following central question guided this research study: To what extent, as perceived by teaching faculty, does the embedded course resolve community college students' skill-deficiencies in writing? An interpretative phenomenological analysis (IPA) of research participants' personal involvements with embedded courses generated five superordinate themes: 1) statewide college readiness levels; 2) engaged time-on-task, 3) personalized learning support; 4) instructional practices, and 5) minor challenges and concerns. Overall, participants in this research study perceived that the embedded-level model is an effective strategy for strengthening students' understanding of English grammar and basic writing. However, the interviewees' responses imply that the embedded English courses are not geared for all underprepared students, particularly those who enter community college with measurable 5th and 6th-grade reading/writing levels. These findings are relevant to the expanding body of research literature intended to inform community college faculty, as well as administrators and deans, about best practices in teaching embedded/ALP courses. This investigation concludes with implications for practice, limitations of the findings, and recommendations for future research. Keywords: accelerated learning program, community college, developmental writing, embedded courses, faculty perceptions