A Centralized Approach to Developmental Education: A Collegewide Strategy for Student Success.

Sonst. Personen	Lake, Patrick R. (Hrsg.)
Institution	Southern Association of Community, Junior, and Technical Colleges.
Titel	A Centralized Approach to Developmental Education: A Collegewide Strategy for Student Success.
Quelle	37 (2002) 1, (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Basic Skills; College Faculty; Community Colleges; Computer Literacy; Developmental Studies Programs; Functional Literacy; Hispanic American Students; Minority Groups; Outcomes of Education; Planning; Poverty; Success; Two Year College Students; Two Year Colleges + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Basic skill; Grundfertigkeit; Fakultät; Community college; Community College; Computerkenntnisse; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Funktionale Kompetenz; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Ethnische Minderheit; Lernleistung; Schulerfolg; Ablaufplanung; Planungsprozess; Armut; Erfolg
Abstract	This issue of the Southern Association of Community, Junior, and Technical Colleges' newsletter begins with the agenda for the Association's 2002 annual meeting followed by lists of the 2002 Officers of the Association and Board Members. The majority of the newsletter, however, is comprised of one article by John E. Roueche, Susanne D. Roueche, and Eileen E. Ely from the University of Texas at Austin. The article beings by pointing out that the Community College of Denver (CCD) is the only Colorado higher education institution that does not have an ethnic or racial majority. Like other large urban schools, CCD's minority population is largely inner-city and poor, with many reporting annual family incomes of slightly over $10,000. More than 37% of CCD's minority population are enrolled in developmental studies. CCD administrators, faculty, and staff participate in an annual grassroots planning process to identify and document five major action priorities. Two key support documents--shared values for learning and critical skills across the curriculum--serve as the framework for discussion regarding initiatives, training opportunities, and support services. The first year in which students who began in developmental education at CCD were as likely to graduate as students not requiring assistance was 1995. In 1998, developmental education completion became a predictor of success after graduation and/or transfer. CCD's Academic Support Center (ASC) is a centralized facility that provides approximately 55,000 hours of service to students during a typical semester. In fall 1999, ASC served more than 4,000 (unduplicated headcount) students. Services include reading/study skills lab, math lab/online math educator, writing lab/online writing lab, ESL, student support services, vocational tutoring services, and others. (Contains 11 references.) (NB)
Anmerkungen	For full text: http://www.hencc.kctcs.net/sacjtc/newsletters/newsletter.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC