This article examines two course redesigns undertaken to improve student support, learning, and retention in the basic writing program at Oakland University, a doctoral research university in southeast Michigan, where support for developmental writers has fluctuated dramatically between nurture and neglect over the past fifty years. However,…

This paper offers ideas towards a solution of some of the problems that arise due to the extension of higher education to an ever wider range of students: especially student drop-out. It suggests that, as far as is practical, the design and delivery of higher education should be based upon the major changes or transitions which the students…

Comprehensive programs to enable students to acquire skills necessary for college work are discussed. It is suggested that developmental courses be supplements to regular academic courses. In starting a new developmental program, three factors are important: commitment of the school's faculty and administration to the program's success, adequate…

Describes an approach to skills counseling that goes beyond what is often done in universities. Includes examples of forms that are used to record work done with students. (AEA)

A developmental English class for students who placed too low on entrance tests to take standard college freshman English is described. To overcome the class's fear of the assignment, a shill is used who complains loudly about writer's cramp, tiredness, and being embarrassed. Students become more confident, relax, and concentrate. (Author/MLW)

Describes a dissertation model used in teaching a critical-thinking course for developmental freshmen. Students learned how to create knowledge by linking the five-chapter model with the elements and standards of critical thinking, and by writing and defending their own 10-page dissertations. Discusses course strengths and weaknesses. Contains 13…

The uneven skills profiles of diversely prepared students suggest the need for a broadened definition of basic skills. An enlarged, pivotal role is proposed for skills specialists, with a goal of helping to create skills-competent institutions. (Author/MLW)

Describes the underlying human development theory that supports developmental-learning as opposed to remedial-learning assistance. Outlines a model of learning assistance based on these principles. (Author)

Summarizes the implementation of a new General Education Program at Kean University, which sets forth a vertical, skills-based curriculum. The program directly addresses developmental education, calling for a restructuring of ways to deliver it and a vision for incorporating it into the University curriculum. (VWC)

The report examines postsecondary developmental education for students denied regular admission to the institution. Addressed are such concerns as the evolution of developmental programs, the effect of developmental programs on the integrity of academic institutions, and the future of postsecondary developmental programs. The report's seven…

This paper contains an overview of policy decisions being made at the state and national levels about learning assistance activities in higher education and developmental education. The principles driving those decisions are also outlined. Some policymakers want to fine the high schools from which under prepared students have graduated; others…

This paper discusses current issues and trends in developmental education. The biggest trend is expected to be the concurrent development of learning strategies while students are enrolled in graduation-credit content courses. Separate developmental education courses will be mainstreamed into the traditional college course work in a variety of…

The provision of developmental education to the academically underprepared student in colleges and universities in the United States is traced historically. U.S. colleges admitted underprepared students before the advent of open admissions and equal opportunity policies. In fact, the presence of underprepared students in American colleges has been…

Studies student response to a developmental reading strategies course, in which students learned specific reading and study strategies with each chapter. Student questionnaires and follow-up phone calls indicated that students did use some of the strategies taught, but only the most basic. (AS)

The Alternative Freshman Year (AFY) program instituted at a community college extension of an eastern university can serve as a model for other developmental education programs. The program, now in its fourth year, helps to upgrade the language and math skills of academically and emotionally unprepared students. Students are admitted to the…