ERIC Number: ED336132
Record Type: Non-Journal
Publication Date: 1990
Reference Count: N/A
Piedmont Virginia Community College's Pathways: The Process of Developing Clusters of Nondevelopmental Courses for Developmental Students.
Walsh, Bettye S.
Studies conducted at Piedmont Virginia Community College (PVCC) suggested that developmental reading and writing students were much more likely than nondevelopmental students to fail or withdraw from nondevelopmental courses. Lower achievement levels were also noted for developmental students enrolled in college transfer courses. In 1988-89, the Dean of Instruction charged the Developmental Task Force with determining the reading and writing requirements for all courses at the college. As a first step, science and humanities division chairs created a short list of courses that would be appropriate for developmental students. Next, a brief course survey was developed for instructors at the college to determine the skill levels expected of students enrolling in each course. In spring 1991, all divisions submitted the decisions of individual faculty members or of the division as a whole about the reading, writing, and/or math skill levels necessary for an average grade in division courses. Survey responses were used to develop the "Pathways" list, which identifies the developmental reading, writing, and math courses that reflect the minimum competency levels required of students enrolled in each course taught at the college. The draft listing was disseminated to counselors for use in summer 1991 advisement and counseling. The "Pathways" list, guidelines for the development of Pathways, and data on student achievement are included in the report. (PAA)
Descriptors: Academic Achievement, Community Colleges, Course Descriptions, High Risk Students, Mathematics Skills, Minimum Competencies, Prerequisites, Program Development, Reading Skills, Remedial Instruction, Remedial Reading, Student Placement, Two Year College Students, Two Year Colleges, Writing Skills
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A