Discusses issues of information technology as they relate to the future of developmental education. Characterizes the potential applications for laptop-based technologies, telecommunications, and hypermedia. Suggests that educators will need to teach developmental students how to use the technology as an extension of their minds. (MAB)

Presents an interview conducted with John N. Gardner, Senior Fellow of the National Resource Center for The First-Year Experience and Students in Transition at the University of South Carolina, regarding developmental education. Discusses topics that include: beginning college experience, student learning needs, a new paradigm for developmental…

Reports that students entering an urban state college still had high remedial placement rates even though they successfully completed college preparatory math and English courses in high school. Discusses the "chain of blame" and concerns regarding the rigor of high school programs. (Contains 45 references.) (AUTH/NB)

Explores the essence of developmental education, looking at its roots in the American higher education system, and discusses how it evolved into its present state. Provides a student case study and four assumptions underlying the National Association for Developmental Education's working definition of developmental education. Contains 13…

Presents an interview with Dr. Yolanda T. Moses, President of the American Association for Higher Education (AAHE). Stresses the need to make student success a goal as important as access to education. Argues that developmental education, women's studies, and ethnic studies are areas that are moving to center stage. (NB)

Examines the literature regarding the cost of delivering postsecondary remedial education. Describes five studies that offer statewide and national estimates of such costs. Offers insight into the limited amount of research available on the topic, the considerable difficulties involved in collecting information, and the opposing philosophies and…

Examines the use of "type 2 discussion," in which the teacher creates an online conversation with the class. Suggests that, by adding type 2 discussions to a face-to-face developmental education class, faculty help students build their own knowledge base. Adds that the online component gives all students equal access to this knowledge…

Suggests that there are three ways of taking in information: internalizing inert information, forming activated ignorance, or achieving activated knowledge. Explains that only activated knowledge leads the learner, by implication, to more knowledge, and that seeking the logic of things can lead to discovery of activated knowledge. (NB)

Presents the responses of six of the leaders in developmental education to questions about the future of the field. Their responses point to three main trends: mainstreaming the developmental courses into college-level, graduation-credit programs; removal of developmental education from four-year institutions; and increased professionalism of…