Discusses ways that the Learning Assistance Center (LAC) at California State University, Long Beach, has developed to assist large numbers of students to develop learning skills. Describes LAC's classroom learning skills workshops; time management workshop; study/reading workshop; and management strategies used to elicit and maintain faculty…

Describes the developmental studies learning program at Georgia State University (GSU), focusing on two services: supplemental instruction, or extra tests and study groups directly related to course content, and adjunct course offerings, or learning-strategies instruction related to courses. Provides 10 steps for expanding the role of academic…

Reports on the experiences of Indiana University-Purdue University at Fort Wayne in providing developmental education for auto workers, both new and relocated, for a new assembly plant. Considers problems with staffing, company interactions, institutional interactions, and simple delivery logistics and the ways they were solved. Highlights program…

Discusses the Gateway Program at New Jersey's Rutgers University, in which departments administer their own developmental classes. Describes reasons for the program's success, including small class sizes, providing students with gradual increases in autonomy, frequent assessment and feedback, and teaching strategies that require participation.…

Describes Southeastern Louisiana University's developmental English microcomputer laboratory and the changes undertaken since the facility was funded in 1983. Stresses the importance of a good support system of faculty and graduate assistants. Presents evaluation results showing improvements in students' attitudes and writing skills. (DMM)

Michael Hovland, the senior consultant at Noel-Levitz Centers, responds to questions about summer bridge programs, first-year seminar programs, Rutgers' retention model, faculty reactions to retention programs, the impact of retention programs on institutional mission, administrative involvement in retention, student assessment, retention efforts…

Describes and evaluates the effectiveness of an individualized Writing Lab module, developed to prepare students enrolled in Savannah State College's Developmental Studies English Fundamentals classes for the post-Collegiate Placement Examination. The module uses instructor-authored, computer-assisted instruction to provide immediate feedback on…

Outlines a constructivist model for teaching basic mathematical concepts and processes to underprepared college students. Explores five types of classroom interaction incorporated into the model, including peer teaching, interactive teaching, and independent learning. Reports on an assessment of the constructivist approach at the University of…

Describes a microcomputer-based program of assessment and instruction in language arts incorporated into the developmental curriculum at four colleges. Discusses the instructional value of assessment. Describes three different implementation modes. Finds a climate for experimentation, a program champion, an implementation team, and organizational…

Describes three precollege programs at the University of Virginia (i.e., the Research Assistantship, Introduction to Engineering, and Summer Transition programs), which facilitate the academic and social integration and increase the retention of at-risk students. Suggests that hands-on experience has helped students acquire the requisite academic…

Describes the success of the Freshman Seminar Program at the University of South Carolina, designed to retain African-American students. Discusses the personal and social development needs of African-American students and how the Freshman Seminar contributes to their development. Presents data showing retention results. (MAB)

Describes Rutgers University's Gateway retention program which involves a number of academic departments in the development of retention programs. Highlights particular Gateway courses in the sciences, humanities, and social sciences. Discusses the benefits of faculty involvement and the importance of incentives for involvement. Reports a 90%…