ERIC Number: ED206338
Record Type: RIE
Publication Date: 1981
Developmental Studies Program Review, 1974-1981.
The Developmental Studies Program described in this report has provided the Community College of the Finger Lakes since 1974 with a variety of services for academically deficient students. After noting that the establishment of the Department of Developmental Studies in Fall 1980 was a culmination of this long history of commitment to support services, the paper looks at the department's goals within the framework of the college's mission and lists specific goals and evidence of their accomplishment. The objectives and results of a 1974 developmental studies pilot project are then summarized. Next, the program's six current components are discussed: (1) the Personalized Approach to College Education (PACE) program, with a team-taught, interdisciplinary, developmental approach; (2) reading and study skills courses; (3) a communications skills course; (4) a High School Equivalency Program; (5) the College Learning Advancement Center to assist students in any course; and (6) other general educational development courses. The next sections review the evaluations of these program components, looking at attrition and success rates, grade point averages, dropout performance, program participation, and, in the case of the Learning Center, student evaluations. Each program component is also examined in terms of awarding of credit, grading trends, and criteria for enrollment. The final sections focus on academic advisement, departmental structure, and planned activities. (AYC)
Descriptors: Academic Achievement, Basic Skills, College Credits, Communication Skills, Community Colleges, Departments, Developmental Studies Programs, Educational Counseling, Eligibility, High School Equivalency Programs, Interdisciplinary Approach, Objectives, Program Descriptions, Program Development, Program Evaluation, Remedial Reading, Study Skills, Two Year Colleges
Publication Type: Reports - Evaluative; Reports - Descriptive
Education Level: N/A
Authoring Institution: Community Coll. of the Finger Lakes, Canandaigua, NY.