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ERIC Number: ED265919
Record Type: Non-Journal
Publication Date: 1982-Mar-6
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Building Adaptable Basic Skills Models: Strategies for Surviving in the 80s.
Martin, Margaret
Drawing from the experiences of the remedial/developmental program at Rockland Community College (RCC), this paper suggests a series of strategies for serving the educationally disadvantaged community college student amidst the economic and political pressures of the 1980s. Introductory comments identify the objectives for the development of remedial programs as: (1) to base proposals on the realistic needs of students; (2) to prepare students to meet the competency requirements of mainstream courses or to develop competencies which will be acquired in conjunction with other courses; (3) to maintain low attrition; and (4) to accomplish these goals in a cost-effective manner. Next, the paper explores the services which should be delivered in developmental programs, and the methods of delivery that will be used. Special attention is focused on the need for caution in using new technologies to ensure that they effectively serve the clientele of developmental programs. The next section describes the diversified staffing model used at RCC in the remedial/developmental program, including information on the specific roles and responsibilities of the professional and paraprofessional staff. Examples are provided of traditional instructors moving into developmental instruction. In the next section, changes within the institutional organization and structure are discussed, highlighting the areas of student assessment, counseling, and student support services. Finally, the paper outlines strategies for articulation and effective communication between the remedial/developmental staff and other personnel in the institution. (AYC)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Opinion Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A