ERIC Number: ED251139
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Assisting Student Learning.
Center for the Study of Community Colleges Bulletin, Iss 14 1984
This issue of the Center for the Study of Community Colleges (CSCC) "Bulletin" describes various academic support services provided by community colleges to strengthen instruction and to assist staff members in their own development. Introductory comments discuss the relationship between academic support services and classroom instruction, with particular focus on the role of these services in expanding the opportunities for learning available to educationally disadvantaged students. The next section considers the role of student assessment and placement, focusing on comprehensive assessment and placement services for new students, testing in basic skill areas, and mandatory placement programs ensuring student enrollment in curricula appropriate to skill levels. The next section looks at efforts to provide appropriate curricula in a clearly defined sequence, providing examples of major curricula revision projects in community colleges. Next, a discussion is presented of the role of tutoring, counseling, and technological supports in a total academic system. This discussion highlights the use of learning resource centers, integrated support services, and the use of Programmed Logic for Automated Teaching Operations (PLATO) at the City Colleges of Chicago (CCC). Finally, the importance of professional development programs in improving the instructional process is underscored. The "Bulletin" includes a brief description of CCC's academic support services workshop. (HB)
Descriptors: Ancillary School Services, College Curriculum, Community Colleges, Computer Oriented Programs, Curriculum Development, Educational Diagnosis, Faculty Development, Professional Development, Program Descriptions, Student Personnel Services, Student Placement, Testing Programs, Tutorial Programs, Two Year Colleges
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: Center for the Study of Community Colleges, Los Angeles, CA.