This qualitative study focused on observed and perceived changes in academic and personal attitudes and behaviors by student participants in the Peer Assisted Learning (PAL) program at the University of Minnesota (UMN). The PAL model employs best practices from national peer learning models including Supplemental Instruction, Peer-led Team…

In the fall, millions of students arrive at colleges and universities to begin their first-year transition. Although some will find this transition to be seamless, the majority will encounter some academic, social, emotional, or intellectual challenges that will need to be resolved by the end of the academic year. Many will be unprepared, and will…

This article summarizes the creation and implementation of a concurrent support class for TRS 92--Intermediate Algebra, a developmental mathematics course at Fort Lewis College in Durango, Colorado. The concurrent course outlined in this article demonstrates a statistically significant increase in student success rates since its inception.…

In these austere and uncertain financial times, colleges are caught in a quandary: they need to admit a certain number of students each term in order to make budget, yet many of the students they admit are developmental in nature by virtue of their critical thinking, writing and/or math scores on their entrance exams. Creative colleges are…

Reports on study of 20 classes of developmental studies mathematics at Middle Tennessee State University. The experimental group received mid-term grade reports, while the control group did not. The study found no significant difference between experimental group and control group between midterm and final grade report averages. Posttest scores…

Presents results from a longitudinal study of 23 college developmental students, who were surveyed regarding their educational needs and objectives. Recommends that colleges: (1) create a student advisement center with academic counselors; (2) require that all incoming freshmen enroll in learning experience courses; and (3) schedule a monthly…

Describes a survey on student motivation and presents developmental education students' responses describing their strategies for academic success. Addresses the importance of combining effort with effective study strategies, planning, finding a quiet space, being persistent, and preparing for class. (NB)

Argues that many developmental students succeed in college regardless of their basic academic ability and high school records. Presents data that suggest that, as a predictor of academic success over time, conscientiousness combined with metacognitive study skills is superior to ACT test performance. Suggests that proper developmental learning…

Offers answers to 20 questions most frequently asked by faculty concerning supplemental instruction (SI) programs. Explains that SI instructors are usually students who have successfully completed a course that has been targeted as high-risk. States that students who attend SI sessions have a high course success rate overall, and that they persist…

Reports that developmental freshmen taking a one-credit remedial learning skills course did not receive grades significantly better or worse (either during or immediately after taking the course) than non-participating students. States that these results are consistent with other studies indicating that developmental freshmen need time to respond…

Contends that developmental students can become more self-regulated in learning, appraising need for further study, deploying strategies to meet needs, and assessing their learning progress by using self-monitoring assignment record sheets developed by teachers. States that systematically tracking their performance helps students take ownership…

Describes a follow-up study on student performance that investigated whether students' lack of success in an introductory psychology course was specific to the class or part of a general pattern of failure. Finds that 9.5% of the students did not finish the course successfully and that academic intervention did not help. Contains 14 references.…

Analyzes the ACT scores, GED scores, and college grade point averages of 251 students who were enrolled with GED credentials at a small four-year college to determine whether the GED and ACT scores are good predictors of college success. Finds that ACT scores are reliable predictors of college GPA, but that GED scores are not. Contains 26…

Presents preliminary results from a continuing study of academic locus of control (ALOC). Describes ALOC differences between development/nondevelopmental students, males/females, and based on class status and number of developmental courses taken. Reveals a more highly developed sense of internal control among nondevelopmental students. Includes…

Describes the procedures and results of a two-year project to improve the learning skills of first-year college students, focusing on aspects of students' daily lives and on effective study actions, strategies, and attitudes. Student achievement was higher than a comparative cohort, and differences were maintained into the second year. (DMM)