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| Dwinell, Patricia L. | 8 |
| Higbee, Jeanne L. | 6 |
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| Thomas, Pamela V. | 1 |
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Peer reviewedHigbee, Jeanne L.; Dwinell, Patricia L. – Research and Teaching in Developmental Education, 1998
States that freshmen college students are not developmentally ready to demonstrate higher-level thinking skills, particularly evaluation. Describes the Perry Scheme of intellectual and ethical development and Chickering's seven vectors of college student development as they assist faculty in comprehending the challenges freshmen face when…
Descriptors: College Freshmen, Critical Thinking, Developmental Studies Programs, Evaluative Thinking
Peer reviewedHigbee, Jeanne L.; Dwinell, Patricia L.; Thomas, Pamela V. – Journal of College Student Retention, 2002
Describes a series of popular elective courses at the University of Georgia that avoid the stigma associated with developmental education while providing similar opportunities for skill development. Courses cover such things as learning to learn, strategies for academic success, critical thinking and writing skills, adjusting to college, and needs…
Descriptors: Course Descriptions, Developmental Studies Programs, Elective Courses, Skill Development
Peer reviewedHogrebe, Mark C.; Dwinell, Patricia L. – Personnel and Guidance Journal, 1984
Demonstrates the usefulness and practicality of the Statistical Analysis System (SAS) (1979, version 79.5) as a data base management system for a developmental studies program. SAS is available on IBM computers at educational institutions across the country, and it provides an effective tool for data management. (Author)
Descriptors: College Students, Computer Oriented Programs, Databases, Developmental Studies Programs
Peer reviewedHigbee, Jeanne L.; Dwinell, Patricia L. – Research and Teaching in Developmental Education, 1997
Reviews efforts to determine the effectiveness of the counseling component in the University of Georgia's developmental studies program, including surveys of former students and current faculty. Reports that all but one student indicated that the counseling was beneficial, while faculty felt that the program addressed important topics. (AJL)
Descriptors: Counseling Services, Developmental Studies Programs, Feedback, Followup Studies
Download full textDwinell, Patricia L.; Higbee, Jeanne L. – 1989
This report examines the relationship between affective variables and academic success among high-risk college freshmen. It summarizes research conducted on the impact of student goals, learning styles, mathematics and test anxiety, other sources of stress, and level of development on achievement among Developmental Studies students. Results are…
Descriptors: Academic Achievement, Affective Measures, Anxiety, Cognitive Style
Higbee, Jeanne L.; Dwinell, Patricia L. – 1989
A course entitled "Strategies for Academic Success," conducted in the Division of Developmental Studies at the University of Georgia, is described. The sample syllabus focuses on self-awareness and can be adapted to meet the needs of other institutions. The course is designed to promote awareness and development of psychological, social,…
Descriptors: Academic Achievement, College Freshmen, College Students, Counseling
Dwinell, Patricia L. – 1985
This study investigated the relationship of standardized test scores and locally developed test scores to course placement and academic success in a developmental program. The sample consisted of 281 students who matriculated in the Division of Developmental Studies at a southern university. Eligible students for enrollment in Developmental…
Descriptors: Academic Achievement, Admission Criteria, Basic Skills, Developmental Studies Programs
Higbee, Jeanne L.; Dwinell, Patricia L. – 1991
This paper describes the development of the University of Georgia's Division of Developmental Studies--a program providing special developmental instruction to students who otherwise would not have been admitted to the school. It consists of four components: English, mathematics, reading, and counseling. The objectives of each of these components…
Descriptors: Academic Achievement, Academic Persistence, Access to Education, College Admission
