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Developmental /remedial sciences at community colleges in five states in the central part of the United States

Tricia L Paramore, University of Nebraska - Lincoln

Abstract

Phipps (1998) emphasized interinstitutional collaboration among colleges to share and replicate best practices and ideas as a strategy to improve the effectiveness of developmental/remedial education, but Johnson (2001) noted a lack of communication between science educators and developmental educators. ^ The purposes of this mixed methods study were (a) to identify and examine the characteristics of developmental/remedial sciences as it existed in the 2006-2007 academic year in terms of organization, structure, instructional practices, and curriculum as offered at community colleges in five states in the central part of the United States; and (b) to develop a set of guidelines for community college faculty and administrators to use in making decisions about whether or not to offer developmental/remedial sciences and identify the general steps to follow in implementation. ^ The study was conducted in four phases which involved two surveys, subsequent interviews with leaders at three institutions selected for case study, and guideline development. ^ Developmental/remedial sciences were offered at few institutions. At those institutions where they were offered, however, nearly half offered courses and multiple support services, but did not define their offerings as a program. Some developmental education best practices were adopted (such as integrating study skills with science content in courses and using a variety of instructional strategies), but many, including goals and assessment, were omitted. Interviewees indicated the need for developmental/remedial sciences would continue in the future. ^ Guidelines to use in determining whether to offer developmental/remedial sciences included the following: (1) adopt an attitude of quality improvement; (2) look to faculty as a #1 resource; (3) assess what is currently offered in the sciences and ask if it works; (4) know what you are remediating; (5) start a conversation between the academic department and support services staff to create a truly integrated program; (6) consider placement and advising; (7) consider assessment; (8) consider training and experience of faculty; (9) plan for the appropriate physical space and staff; and (10)do your homework.^

Subject Area

Education, Tests and Measurements|Education, Sciences|Education, Higher

Recommended Citation

Paramore, Tricia L, "Developmental /remedial sciences at community colleges in five states in the central part of the United States" (2007). ETD collection for University of Nebraska - Lincoln. AAI3252828.
http://digitalcommons.unl.edu/dissertations/AAI3252828

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