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Download full textSuh, Emily K.; Ross, Phip; Rada, Geriann; Tompson-Wolfe, Karen – Journal of Developmental Education, 2019
Successful transition to college requires understanding the college system as much as the academic subjects taught therein. This article describes the creation of the Transitions Lab, a T.I.D.E.S. model (Boylan, 2009) of student support including collaboration with institutional and community partners, advising, tutoring, and retesting assistance…
Descriptors: College Readiness, Transitional Programs, Developmental Studies Programs, Student Placement
New York State Education Dept., Albany. Bureau of Higher Education Opportunity Programs. – 1986
The Higher Education Opportunity Program (HEOP) at New York independent colleges and universities is described. Information is provided on eligibility and admission to a HEOP; remedial and developmental courses; tutorial services; academic, personal, and career counseling; financial aid; and economic eligibility criteria. HEOP provides supportive…
Descriptors: Ancillary School Services, Developmental Studies Programs, Disadvantaged, Educationally Disadvantaged
Fox, Richard N. – 1985
Retention and attrition after the freshman year among disadvantaged students at a senior college of the City University of New York were studied. A conceptual model of Tinto (1975) was applied to a group of students participating in the Search for Education, Elevation, and Knowledge (SEEK) program, which provided remedial and/or developmental…
Descriptors: Academic Advising, Academic Persistence, Basic Skills, College Students
Cherne, Ferne; And Others – 1985
The Student Tracking System (STS) at San Antonio College is designed to increase retention of high risk students, and primarily students enrolled in developmental education courses. In addition to identifying students experiencing difficulty in the classroom, STS alerts educational support services personnel to these students, provides a system of…
Descriptors: Academic Advising, Ancillary School Services, Basic Skills, College Students
Farrow, Earl V. – 1980
Special programs provided to low income, nontraditional students at Livingston College, New Jersey, are described. In the academic year 1978-79, 498 students were enrolled in special programs, over two-thirds were black and over one-half came from families with annual incomes of less than $6,000. Ninety-seven percent came from families with…
Descriptors: Academic Advising, Basic Skills, Course Descriptions, Developmental Studies Programs
Read, Sherry – 1984
The 1983-1984 evaluation of the TRIO/Special Services program at the University of Minnesota, General College, is presented. Program goals and course descriptions for the integrated course of study are described, as are counseling and tutoring services, student eligibility, and characteristics of program participants. A demographic profile for…
Descriptors: Academic Achievement, Academic Persistence, Administrator Evaluation, College Students
Baylor, Tondelaya Kateri – 1982
Characteristics of 521 Mansfield State College students participating in Pennsylvania's Equal Education Opportunity Program were studied during 1978-1982. The program, which was enacted by Act 101 in 1971, is designed to provide opportunities to educationally and economically disadvantaged populations. Findings include the following: 79 percent of…
Descriptors: Academic Advising, Academic Persistence, Career Counseling, Developmental Studies Programs
Glazer, Judith S. – 1982
The Higher Education Opportunity Program (HEOP) at New York University (NYU), which serves economically and educationally disadvantaged residents of New York State, is described. The HEOP provides supportive services, including a pre-freshman summer session, credit and noncredit courses in basic skills, individual tutoring, and personal and…
Descriptors: Academic Advising, Academic Aptitude, Academic Persistence, Admission Criteria
