State community college systems and their two-year colleges have spent the 2010s reexamining and redesigning decades-old developmental education tracks to ensure students get what they need--and only what they need--with an eye toward moving them more quickly into college-level courses and, eventually, the degree or certificate they want.…

The Higher Education Achievement Program (HEAP) at Jefferson Community College (JCC) in Kentucky is designed to recruit 100 "nontraditional" students into the college and to help them to succeed with college-level work. For the 1974-75 academic year, this group included representation from such minorities as women, blacks, older…

Using technology in a developmental classroom, particularly a classroom platform such as WebCT, can help provide a sense of community in a developmental writing course. The rationale for designing a hybrid developmental writing course is discussed as well as the ways in which students perceived themselves as "real writers" as a result of…

A study of community college services for handicapped students compared colleges identified as having model developmental programs with a random sample of community colleges. Comparisons between these groups were made with respect to services to two major categories of students: mildly handicapped students and moderately/severely handicapped…

Forty-nine high-risk students enrolled in basic skills development classes at Essex Community College were evaluated on self-concept growth as shown by pre- and post-tests with the Tennessee Self Concept Scale (TSCS), by an open-ended self-evaluation questionnaire, and by improvement in grade point average (GPA). The developmental…

Three program objectives are articulated for establishing a developmental education program to increase retention and graduation rates among academically disadvantaged students at Triton College: (1) instituting horizontal (teaching basic skills) and vertical (assisting in the transfer of basic skills to students' total educational programs)…

Presents major elements of a comprehensive pilot program called DEPTH (Developmental Education: A Program That Helps) implemented in 1977 at Raymond Walters General and Technical College. Discusses orientation program, course content and organization, advising, and program evaluation. (DR)

Urges community colleges to provide the instruction necessary for foreign students to develop proficiency in English, focusing on program options (intensive, semi-intensive, support services), staffing, international students advisers, placement examinations, program evaluation, and possibilities for technical assistance. (AYC)

Describes the goals and status of developmental courses at Lewis and Clark Community College as they were when the college changed from a private to a public two-year college and relates present goals and status. Discusses growth in remedial enrollment, program expansion, and the importance of student evaluation and placement. (DD)

Offers suggestions on the content of workshops in developmental English for college faculty in all disciplines. (AEA)

First in a three-part series, this article describes the revision of the Developmental Studies program at Greenville Technical College in South Carolina. Presents revised policies and procedures in the areas of scheduling, staffing, grading, attendance, and counseling. Discusses rationales for the changes. (DR)

This document discusses the Small Business Development Center initiative which addresses the needs of California businesses to grow through the delivery of one-on-one counseling, seminars, workshops, conferences, and other technical activities. The community colleges host 21 full centers. Some of the major objectives of the initiative are the…

The second in a three-part series outlining Greenville Technical College's developmental studies program, this segment discusses the growth and functions of the Developmental Studies Division's counseling service, the Student Success Center. (Author/DR)

Describes a videotaped presentation designed to improve students' attitudes toward library use. Program concentrates on the student as the center of the learning process; emphasizes a nonthreatening atmosphere, demonstrates practical application of resources, and shows students successfully using library resources to solve problems. (DR)

Nearly 37% (80 students) of the 219 entering, first-time freshmen, who were enrolled in second-level (requiring high school level skills) developmental reading and composition courses at the Community College of Allegheny County, were block-enrolled into a social science/history elective, "Man, Time, and Social Change." The same group of…