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ERIC Number: ED259785
Record Type: RIE
Publication Date: 1984
Pages: 9
Abstractor: N/A
Reference Count: 0
Science Mastery: A Design for High-Risk Student Success.
McClure, Peggy J.
Midlands Technical College has developed a model for a developmental science program which offers assistance to students through a three-phase "spanning for success" approach in which the transition from developmental to curriculum course work is gradual; and the developmental instructor works closely with the student from the time that s/he enrolls in developmental science until s/he successfully completes his/her mainstream science course. Though open to all science students, the developmental science program is designed for students who are enrolled in programs for which anatomy, chemistry, or physics is a requirement, but who did not take the course in high school; took it but were not successful; or feel the need for background preparation in science. The program operates through developmental, transitional, and spanning for success phases, which begin as well-ordered, tightly structured mastery learning experiences, proceed to more independent developmental instruction and auditing experiences in mainstream courses, and conclude with mainstream class enrollment supplemented with tutorial assistance. Evaluation studies indicate that the program has increased student success in mainstream science courses and increased student persistence in college, as well as providing other benefits for students and faculty. (AYC)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Midlands Technical Coll., Columbia, SC.