Argues that the form of developmental studies programs should follow the function they serve in the institution. Identifies such functions of developmental studies as skill development, personal development, maximizing educational opportunity, and improving mainstreaming curricula, and suggests forms that will maximize these functions. (DR)

Describes an inductive approach to the evaluation of developmental studies programs using multiple regression analysis to explore variables that contribute to program success. (DR)

Presents elements of a reading improvement program at Indiana University designed to assist science students. The program uses college-level textbooks, redefines reading as the reception of ideas rather than the calling of words, seeks to increase reading speed, and stresses pragmatic study skills. (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)

Describes a teaching approach used in introductory classes in literature and political science based on the assumption that technical academic skills must be developed simultaneously with the processes of critical thinking. Course content and methods of presenting and analyzing material for each course are described. (DR)

Presents abstracts of three documents that describe courses and programs offered by community colleges to develop self-concept of students, teach in the affective domain, and help students develop interpersonal skills. (DR)