An evaluation of general education faculty practices to support student decision-making at one community college

2018-07-29Student decision-making on major and career is one critical step to reach college completion. Traditionally thought of as a student services role, this study evaluated the issue of student goal declaration from an instructional faculty lens as it relates to college completion at one public California community college. This study was intended to inform organizational learning on how faculty were pro-actively engaging student decision-making in General Education (GE) courses, the place where a concentrated number of undecided students gather. ❧ The methodology included qualitative interviews with eight GE faculty, two faculty observations, and artifact analysis to increase learning on faculty practices not widely discussed or known. The research documented the knowledge, motivation, and organizational influences on GE faculty practices. Findings revealed that although supporting students to reach long-term goals was an integral part of what the GE faculty believed was their job, the role was not specified in college policy, there was a lack of system support for their efforts, and faculty spent little time reflecting on their effectiveness. The eight GE faculty had limited time to facilitate discussions with students which were delivered primarily out-of-class and through verbal one-on-one interaction. The type of support faculty delivered was varied and not consistent, mostly informed by their own experience. Recommendations include the college declaring the importance of the GE faculty role in student goal orientation and the alignment of systemic supports and policies. The findings maintained it would be prudent for college leadership to investigate this undeveloped strategy to integrate GE faculty into the network for students to find guidance and support in order to increase student completion rates. Furthermore, an implementation and evaluation plan articulates next steps for a faculty development program to assist GE faculty to increase effective practice with students in their decision-making