ERIC Number: ED273166
Record Type: RIE
Publication Date: 1986
Reference Count: 0
The Case for Basic Skills Programs in Higher Education. Fastback 238.
Ross, Elinor P.; Roe, Betty D.
Comprehensive programs to enable students to acquire skills necessary for college work are discussed. It is suggested that developmental courses be supplements to regular academic courses. In starting a new developmental program, three factors are important: commitment of the school's faculty and administration to the program's success, adequate financial support, and a full-time director. Admission issues concern placement criteria, as well as whether developmental programs should be voluntary or mandatory. Classes are usually taught in a traditional classroom or a laboratory setting. In either case, class size needs to be low (i.e., 15 students). The bottom line in evaluating a developmental program is whether it enables underprepared students to acquire skills necessary to complete college. The areas in which remediation generally is provided include reading, writing, mathematics, and study skills. Personnel involved in developmental programs include the faculty, counselors, and tutors. Students who tend to need these programs include: foreign students, including refugees who have to overcome language and cultural barriers; athletes who have been given scholarships but who have academic deficiencies; minority students from disadvantaged backgrounds; and handicapped students who did not have access to adequate preparation. (SW)
Descriptors: Basic Skills, College Students, Developmental Studies Programs, High Risk Students, Higher Education, Remedial Programs, Skill Development
Phi Delta Kappa, Eighth and Union, Box 789, Bloomington, IN 47402 ($.75, nonmembers; $.60, members; quantity discounts).
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: Phi Delta Kappa, Bloomington, IN.