This study investigated College 101 courses at three community colleges in Virginia using interview, observational, and documentation data.
Although the authors found strong evidence of the worth and promise of College 101 courses, contextual factors made implementation challenging and undermined the courses' potential to create long-lasting impacts. College 101 courses provided students with important information but offered few opportunities for skill-building practice.
The authors posit that College 101 courses could lead to positive long-term outcomes if they include pedagogies that emphasize applied learning, contextualization, reflection, and deliberate practice.
