Student writers labeled "underprepared" by colleges often have trouble imagining themselves as scholars. Challenges these students routinely encounter include difficulty forming original insights and translating ideas to the page. Although the usage of the term "underprepared" varies across institutional contexts, the…

Only 25% to 38% of secondary education graduates in the United States are proficient readers or writers but many continue to postsecondary education, where they take developmental education courses designed to help them improve their basic academic skills. However, outcomes are poor for this population, and one problem may be that approaches to…

In today's knowledge economy, both high school and university educators must ensure that students are equipped with the proficiencies needed to transition from high school to college and, ultimately, from college to the workplace. As librarians at Arizona State University (ASU), the authors sought to develop a local program that would support this…

Virginia's "College and Career Ready English Performance Expectations" grade 12 capstone course contains high-interest contextualized content designed to give certain students an additional boost for competent and successful entry into college and careers. The course will add to students' preparation for critical reading, college and…

Traces the evolution of the basic writing program at the University of Louisville, as related by its first seven directors. Concludes that pedagogical and political strategies that worked took advantage of the academic and student community around them; unsuccessful ideas were those imposed without consideration of local context. (SR)

The Survival Skills Center described in this report operates at Columbia College, CA, to provide individualized instruction in basic reading, writing, and math skills using a series of modules which focus on problems commonly encountered in everyday life. After discussing the need for such instruction among nontraditional students, the paper…

In 1981, as part of its implementation of Roueche's model for developmental education, Pima Community College (PCC) initiated its first collegewide assessment and placement program. Faculty in the areas of reading, writing, and mathematics met to establish scores on which recommendations for student course placement would be based. A study was…

Analyzes the adjustments and changes that have evolved from the inception of a pilot portfolio program through the fifth semester of its implementation in a developmental English class. The program allows for authentic, performance-based assessment and challenges students to assume more control of their writing. Asserts that the final portfolio…

Discusses new technologies, applications, and computer software programs available for use in the instruction of developmental writing programs. Describes programs that function as multimedia writing "coaches" and model the writing process, collaborative writing tools that stimulate written conversations, and grammar and bibliographic tutors. (SJL)

A language skills program was developed at Lake City Community College to increase remedial students' chances of academic success in college courses. The program concentrates first on developing students' speaking and listening skills and then proceeds to more complex reading and writing skills. The program provides 16 weeks of developmental study…

A project was undertaken by three faculty members at Northern Kentucky University (a history teacher, a reading specialist, and a composition teacher) to apply their own experiences and the research of others into a systematic and comprehensive mastery learning program for developmental classes in the spring of 1980. The program was designed to…

Describes Laney College's Project Bridge, a basic skills program designed for underprepared community college students. Discusses the program's basic tenets (i.e., student-centered classrooms, the primacy of spoken language, and incorporation of minority group culture and international awareness). Considers the program's goals and organizational…

State and local policymakers increasingly see the need to adapt workforce and education policies to the economic changes in their states and communities. The new economy is organized around skills, flexibility, and the willingness of all workers and employees to adapt to changing circumstances. For workers, this demands an increased investment in…

These four reports resulted from a series of studies undertaken by the Community College of Allegheny County to evaluate its Block Scheduling Project, which schedules students into a block of developmental courses centered around a core, transferable course in either psychology or history. The first report briefly describes the project, considers…

A project designed to evaluate the quality of basic skills programs in writing, reading, and mathematics, which was implemented at a regional university and a community college within a statewide system in the Southeastern United States, is described. A multiple-indicator strategy was used, involving both short-range and long-range postprogram…