Increasingly, obtaining a job that pays family-sustaining wages means getting a college degree or other postsecondary credential. However, according to the 2021 U.S. Census, only 31.5 percent of Texans ages 25 and older have a bachelor's degree or higher. The Texas Higher Education Coordinating Board (THECB)--the highest authority in the state…

DE programming in higher education should be designed to increase student success, and well-designed corequisite models have shown great potential as an accelerated option for completion of the first college-level course in math. With the support of a Texas Higher Education Coordinating Board grant, Tarleton State University, a member institution…

The aim of this article is to discuss a portfolio of interventions used to improve student outcomes in an accredited southeastern university's baccalaureate nursing program. Faculty identified three specific student-focused issues challenging student learning: (a) a steady trend of increasing student enrollment, (b) increased difficulty level of…

The conventional algebra-intensive math curriculum commonly dictates students' options for entering and completing college, including their ability to transfer from two-year to four-year institutions. The assumption that higher-level algebra is necessary for college success has led some equity advocates to promote algebra for all students. Nearly…

Developmental courses in English, math, and reading have an important purpose in higher education, especially in the open-access world of community colleges. These classes--also referred to as "remedial"--are intended to give less-prepared students a chance to catch up and meet the challenges of college-level coursework. However,…

In 2007, the Texas Higher Education Coordinating Board (THECB) funded 22 colleges to establish developmental summer bridge programs. Aimed at providing an alternative to traditional developmental education, these programs involve intensive remedial instruction in math, reading, and/or writing and college preparation content for students entering…

The Tennessee Education Lottery Scholarship (TELS) program was designed to meet the unique needs of the state of Tennessee while also incorporating the hallmark elements of existing merit-based aid programs in other states. Developed through a process involving elected officials and members of the academic community, the TELS program aims to…

There are many challenges involved in developing and running Writing Centres in tertiary contexts in South Africa. These challenges include recognizing the role Writing Centres need to play in the redress of basic academic literacies. They also involve emphasizing writing as a mode of learning where higher cognitive functions such as analysis and…

Because spelling errors affect the writer's word choice and the writer's audience, college students who are otherwise good writers are often placed in remedial English classes. Despite its relationship to audience concerns, word choice, and the physical act of writing, spelling has not been of much concern to composition teachers. Research in the…

Two Ohio State University faculty members discuss writing problems prevalent among entering college students and describe that institution's Writing Workshop program. (GC)

A description is given of an approach to teaching a remedial mathematics course using calculators as a complete substitute for paper-and-pencil calculation. (MP)

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…

Describes a program at a community college in Bronx, New York in which English instructors and content area teachers work together to improve the writing of students needing remedial instruction. (RB)

Discusses the characteristics of the ideal basic writing instructor, including commitment, curiosity, and confidence. Describes some of the ways in which the Ohio State University faculty has tried to foster these characteristics in its basic writing instructors. (HTH)

Examines the origin and development of the Learning Assistance Center at California State University-Long Beach, which offers classroom support, individualized self-paced instruction, and tutorial services. Provides a rationale for the learning assistance support system and describes programs, services, and management features. (DMM)