ERIC Number: ED197662
Record Type: Non-Journal
Publication Date: 1980-Nov-7
Reference Count: N/A
The Transitional Curriculum Program: Toward Learner Independence Through Developmental Education.
Arwardy, Joseph W.; Chafin, Carl K.
The Transitional Curriculum Program at Virginia State University, which is designed to develop underprepared, dependent learners into independent university students, is described. After distinguishing several types of underprepared learners, the following variables are considered: learner success, role of the instructor, and instructor "support variables." Support variables refer to flexible time schedules for learning, group size and facilities, student testing, and teacher abilities in relation to content knowledge and managerial qualities. The purposes of educational assessment and testing are considered, and norm-referenced testing, criterion-referenced testing, and cutting scores and standards are addressed. The developmental studies component is designed to improve basic skills by providing individually prescribed remedial coursework and skills laboratories. It is anticipated that many of the underprepared students will require more than four years to complete their studies. Under the transitional curriculum model, developmental courses will be taught by faculty from various departments, and resources from the Student Assessment Center will be integrated into instruction. This center will initially diagnose student levels of achievement, monitor student progress, and provide counseling. Faculty development, general studies, and program evaluation components are also considered. (SW)
Descriptors: Basic Skills, College Faculty, College Preparation, College Students, Criterion Referenced Tests, Developmental Studies Programs, Diagnostic Teaching, Educational Counseling, Educationally Disadvantaged, Faculty Development, High Risk Students, Higher Education, Norm Referenced Tests, Program Evaluation, Remedial Programs, Skill Centers, State Universities, Student Evaluation, Teacher Role, Transitional Programs
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Sponsor: Mott (C.S.) Foundation, Flint, MI.
Authoring Institution: N/A