Thompson, Cynthia G. the National Dire

DOCUMENT RESUME

ED 278 452 JC 870 086 AUTHOR Spann, Milton G., Jr.; Thompson, Cynthia G. TITLE The National Directory of Exemplary Programs in Developmental Education. Second Edition. INSTITUTION Appalachian State Univ., Boone, NC. NationalCenter for Developmental Education. PUB DATE 86 NOTE 234p. AVAILABLEFROMNational Center for Developmental Education,College of Education, Appalachian State University,Boone, NC 28608 ($11.95). PUB TYPE Reference Materials - Directories/Catalogs (132)

EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Community Colleges; *Developmental Programs; *Developmental Studies Programs; Directories; Educational Counseling; Educational Development; Educational Testing; National Surveys; Postsecondary Education; *Remedial Programs; Student Personnel Services; Two Year Colleges; Universities ABSTRACT Developmental programs which have reacheda relatively mature level of operation andcan serve as regional models and resources for each other and for emergingprograms are identified in this national directory. Introductory materialdiscusses the need for and purpose of the directory, the selectionprocess used to identify outstanding programs, the informationgathering process, the collection and review of documentation, thescope of the programs included, and reflections on developmental education.The bulk of the directory consists of the two sections accompanied byuser's guides. The sections contain: (1) a listing by state of institutionswith model programs, including a list of particularexemplary components placement testing, diagnostic testing, tutoring,tutor training, developmental courses, developmental laboratories, study skills, counseling, advisement, counselor training,peer counseling, English as a Second Language, evalui.tion, facultytraining, financial aid, computer-assisted instruction, and audio-visualservices); and (2) a listing of the institutions by exemplarycomponent. Additional sections provide institutional names and addresses;a list of state information coordinators; sample legislation bystate; and general information on the National Center for DevelopmentalEducation. (LAL)

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MATERIAL IN MICROFICHE ONLY EDUCATIONAL RESOURCES INFORMATION CENTER IERICI HAS BEEN GRANTED BY Tops document has teen reproduced as received Irom I he person Of organization originating it

0 Minor changes hive been made to improve reproduction quality.

a Fonts of view or opinions slated in In docu. mini do not necemanly represent official TO THE EDUCATIONAL RESOURCES OERI poi* or policy. INFORMATION CENTER (ERIC)." Second Edition

All rights reserved. Printed inthe United States of AmerIca. No part of this materialprotected by this copyright notice may be reproducedor utilized in any form or by any means, electronicor mechanical, including photocopying, recording or byany information storage and retrival systems, without writtenpermission from the copyright owner. TABLE OF CONTENTS

Page

PREFACE

INTRODUCTION iv

USER'S GUIDE FOR LISTING BY STATE 1

LISTING BY STATE 3

USER'S GUIDE FOR LISTING BY EXEMPLARY COMPONENT 28

LISTING BY EXEMPLARY COMPONENT 29

INSTITUTIONAL NAMES AND ADDRESSES 81

STATE INFORMATION COORDINATORS 96

SAMPLE LEGISLATION BY STATE 102

NATIONAL CENTER FOR DEVELOPMENTALEDUCATION GENERAL INFORMATION 126 The. National Center For Developmental Education At Appalachian State University

Is Pleased To Recognize The Outstanding Contributions Of

H&H PUBLISHING COMPANY

To The Field Of Developmental Education And To Acknowledge Its Financial Support In The Publication Of

The National Directory Of ExemplaryPrograms In Developmental Education PREFACE

Each year more than 2,000 requests forinformation arrive at the Center for

Developmental Education. Among these are many requests regardingthe location and configuration of exemplary developmentaleducation programs, programcom- ponents, and legislation affecting these activitiesat the state level. It has been our privilege to respond to this need withthe NATIONAL DIRECTORY OF

EXEMPLARY PROGRAMS IN DEVELOPMENTAL EDUCATION.

I believe you will find the directorynot only to be a useful resource in identifying model efforts throughout the UnitedStates, but a catalyst for further discussion regarding a more sophisticatedand comprehensive criteria for the selection of programs and program components deemedexemplary.

A project of this kind is never broughtto completion without the hard work of many. Several of these individuals deservespecial mention. Without the dedicated assistance of the state informationcoordinators, the project would have been far less comprehensive. These fine developmental educators, with the support of their respective institutions, communicatedwith every college and university in their respective states about thisproject, encouraging them to review the criteria and submit thenecessary documentation to be considered for inclusion in the directory. I am especially grateful to these busy colleagues

for their help as well as their enthusiasm and belief inthe value of this undertaking.

When a project is successfully completed, there is theone person you can point to and say, "Without her, we would never have made it."We have that person in Cynthia Thompson. Cindy served as project coordinator and in that capacity she was the hub of the communications and documentationreview process.

As an experienced developmental educator, she madenumerous invaluable contributions to every phase of the project. Without Cindy, there would have been no directory. When Cindy trekked off to Harvard for doctoral study, LisaKendrick came aboard to tie up the loose ends and to oversee the actual production and printing of the directory. She has done a fine job, as you can see.

Many thanks to Mary Atwater for the excellent job she did in typingthe manuscript and to Elaini Bingham, Assistant Director, for her assistance throughout the entire process. It has been a special privilege for me to work with each of these fine professionals whose contributions have madethis directory possible.

Every enterprise demands resources and thisone is no exception. Grants from Appalachian State's University ResearchCommittee and H & H Publishing Company of Clearwater, Florida undergirded the research and development required to bring this project from inception to publication. My gratitude to both for their belief in the value of the project and its potential for contributionto the field.

I am certainly pleased to be able to offer this resource toyou with high expectations that you will find it of great practical valueas you search for excellence. Best wishes and happy networking.

Milton G. Spann, Jr., Ph.D. Professor and Director. National Center for Developmental Education

January 1986

iii

9 INTRODUCTION pose

The primary purpose of this publication is profession. This is not to imply that these identify developmental programs which have programs have gone beyond a minimal expectation iched a relatively mature level of operation, and achieved some maximum standard of excellence can serve as regional models and resources or perfection. Rather, the Center for Develop- each other and to developing programs through- mental Education attempted to define elements , the United States. The listing of these which are generally accepted in the field to ;mines is intended to strengthen the national describe a planned, cohesive and accountable work of developmental educators, and enhance effort to influence student achievement. As a potential for sharing program focus, organi- result, programs were asked to submit documen- ion, methods, materials and innovation as all tation addressing all of the following criteria: elopmental programs grow and change in their orts to meet student needs. 1. A written statement of program philosophy or rationale. Indirectly, the Directory provides a show- e acknowledging the expertise, dedication and 2. A written statement of program iessionalism of developmental educators. The goals and component objectives. ensive response to our request for qualified ries demonstrates the maturity of Develop- 3. A written description of all tal Education as a widespread and viable unit program components. academic credibility within the structure of t-secondary education. 4. An ongoing evaluation program accompanied by an annual report demonstrating significant impact action Process on student learning and development: Defining Exemplary Programs

5. A statement of commitment from the The first task of this project was to chief academic and/or student ntify criteria by which programs could be personnel officer. ignated "exemplary."Note, the term "exem- ry" suggests that a program is worthy of 6. The ability and willingness to ving as an "example" or model in the respond to requests for information contained in items 1-5 above.

iv It is the feeling of the Center for their respective states to submit documen- )evelopmental Education that the documentation tation identifying exemplary developmental upplied through these criteria provides a programs as defined by the criteria set forth. angible resource for sharing information (In the few states wherea State Information mong programs. Although this is not an Coordinator was not available, invitations ttempt to define excellence in developmental were sent directly from the Center.) Programs ducation, it is, perhaps an appropriate step which chose to participate in the projectsub- n an ongoing process leading toward the mitted documentation to the State Coordinator dentification of acceptable standards of who performed an initial screening to evaluate peration within the profession. whether or not all the criteriawere addressed. After any necessary follow-upwas completed, Coordinators forwarded all information nformation Gathering Process collected to the Center for Developmental Education for further review. State Information Coordinators

This Directory can only claim to be as In most states a State Information comprehensive as the information submitted. oordinator was appointed by the Center for Bear in mind, the simple logistics of acquiring evelopmental Education. These individuals documentation are in no way fool proof. Invi- re recognized as key resource people who are tations to participate were sent to allpost- stute in their awareness of the status of secondary institutions in each state; however, evelopmental education within their home if the person responsible for thedevelopmental tates, and were instrumental in collecting program on a specific campus was unknown, the ocumentation and surveying legislation. In invitation was addressed to either thedean of ddition, State Information Coordinators have academic affairs or the dean of student greed to continue to serve as resource people personnel services. It is not unlikely that o whom inquiries can be directed regarding many of these invitations were not forwarded evelopmental education in their states. We to program directors or faculty whomay have ould encourage the users of this directory chosen to participate if they had beenaware o go beyond the information found here and of the opportunity. ap the knowledge and expertise of the State nfornation Coordinators. It is also the case that since developmental educators are notoriously "overextended" in their duties and responsibilities,it is ollection and Review of Documentation reasonable to assume many chose not to participate simply because they didnot have State Information Coordinators were time to compile the documentation requested. sked to invite colleges and universities in

13 Documentation provided by each program was a limited number of developmental components; efully evaluated at the Center for Develop- however, where these specific componentswere tal Education. Only those programs which able to meet the selection criteria they were mitted clear documentation addressing each included. Early in the project, some thought the criteria were selected to appear in the was given to highlighting particularly com- ectory. In many cases where adequate prehensive programs. As more programs were umentation was implied, but not actually submitted and evaluated, a large number fell mitted, follow-up letters were sent into this category, speaking well for the all uesting specific information. inclusive nature of developmental education on American campuses. The breadth of many This review looked for statements of of the programs should be evident from the cific program and component objectives which components listed. clearly reflected in each program's luation plan. The evaluation component was Reflections ticularly critical. The programs listed e generally provided both qualitative and Since this was not a systematic study of ntitative analysis of a variety of data developmental programs, it would be difficult ch collectively demonstrates that the to defend broad, conclusive generalizations gram is showing significant impact on describing the current "state of the art"on dent achievement. These evaluations are college and university campuses. At the same criptive of student success within the time, it may be remiss to refrain from sharing text of the program itself as well as a few impressions and observations. dents' long-term success in the main- eam of academic life. After reading and reviewing all of the documentation submitted, it appears that Many programs submitting documentationto developmental education as a profession has Center did not meet the criteria. In fact, achieved a level of maturity which will allow t slightly more than fifty percent did. That it to make significant progress on the research not to say those programs are necessarily front during the next decade. Contrary to the icient in their services, but rather, the belief that developmental programs differ luation of services was either limited in considerably from one institution to another, pe, or the evaluation program had not been the similarities and consistencies amongpro- lemented for a long enough period of time to grams found in this study will lend themselves arate sufficient data on student performance. to both systematic and longitudinal examination. We should be able to reliably measure the impact pe of Programs Included we are having on student achievement as well as the more qualitative influence we bring topost- Not all programs cited are comprehensive secondary education as a whole. alopmental programs. Many schools provide 15

vi It is also clear that institutional We are pleased to have participated in port, both philosophical and tangible, this project and value the communication and ognizes the developmental program as an information provided by the State Information egral component within the college and Coordinators and individuals responding toour versity community. Granted, this request. We hope this Directory provides a pling of programs is limited by the useful reference for further communication, uirement to submit evidence of insti- learning, program development and inquiry into ional support, but beyond the glowing our profession. orsements of deans and presidents, the ognized status of developmental programs clearly escalated in recent years. Of National Center for Developmental Education more than 300 programs, there is evidence Reich College of Education indicate that the organizational norm is Appalachian State University ing toward department or divisional Boone, North Carolina 28608 tus within the academic structure. These elopmental education units integrate Milton G. Spann, Jr. Cynthia G. Thompson ir services college-wide from a unified Project Director Project Coordinator a rather than functioning as the once reotypical orphans of English and mathe- ics departments.

Finally, the selection criteria tated a high level of coherence between planning stages and evaluation stages the programs in this sample, but it was ansely refreshing to read the well- aght-out, multifaceted goals and actives which drew close connections n philosophy to implementation to luation. If developmental education ginated as a knee-jerk response to a 3erate need, it has come full circle represent one of the most systematically lned and best monitored enterprises in tsecondary education.

vii 17 USER'S GUIDE FOR LISTING BY STATE

During the final review of the documentation submitted by theexemplary programs, nineteen components were found common among develcapmentalprograms nationwide. Contained in this section of the Directory,you will find a comprehensive listing of those component partsas they were submitted by each institution. However, listing of these parts does notmean that each of them should be construed exemplary. For a listing of exemplary components, see page 28. To facilitate the use of this section,we '-Te listed below all nineteen components and any abbreviations used torepresent them.

placement testing diagnostic testing tutoring tutor training developmental courses - dev. courses English Eng. Mathematics Mth. Reading Rdg. developmental laboratories-dev. labs English Eng. Mathematics Mth. Reading Rdg. study skills counseling academic personal career social advisement counselor training peer counseling English as a second language - ESL learning disabled LD evaluations eval. faculty training financial aid FA international & exchange computer assisted instruction-CAI audio-visual services AV services

If you are attempting to locate all institutions containinga particular component, please see the section entitled "Listing by Component."

2 LISTING BY STATE

Components ALABAMA

Alabama Agricultural & Mechanical University Placement testing, dev. courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth., Rdg.), CAI.

Auburn University at Montgomery Placement testing, tutoring, dev.courses (Eng., Mth.), eval., CAI.

George Corley Wallace State CommunityCollege Placement testing, diagnostic testing,tutoring, dev. courses (Eng., Mth., Rdg.), dev, labs (Eng., Mth.,

Rdg.), study skills, counseling (academic),advisement, counselor training, ESL, LD, FA, CAI.

'Jackson State University Placement testing, diagnostic testing,tutoring, dev. courses (Eng,, Mth., Rdg.), dev. labs (Eng., Mth.,

Rdg.), stdy skills, counseling (academic),advisement, counselor traiaing, ESL, LD, FA, CAI.

Lurleen B. Wallace State Junior College Placement testing, diagnostic testing, tutoring,dev, courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth., Rdg.),

study skills, counseling (academic, personal,career, social), advisement, eval., FA, CAI,A-V services.

Troy State University Placement testing, diagnostic testing, tutoring,tutor training, dev. courses (Eng., Mth., Rdg.),dev. labs

(Eng Mth., Rdg.), study skills,counseling (academic,

personal, career, social), advisement, ESL,LD, Eval., FA, CAI, A-V services.

ALASKA

Anchorage Community College Diagnostic testing, tutoring,tutor training, dev. courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth.,

Rdg.), study skills, counseling(academic, personal), counselor training, eval., facultytraining, CAI.

3 20 21 Components

ARIZONA

Eastern Arizona College Placement testing, diagnostic testing, tutoring, tutor

training, dev. courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth., Rdg.), counseling (academic, personal,

career), advisement, counselor training, ESL, eval.,

faculty training.

Pima Community College Placement testing, ditgnostic testing, tutoring, tutor

training, dev. courses (Eng., Mth., Rdg.), dev. labs

(Eng., Mth., Rdg.), study skills, counseling (academic,

personal, career, social) advisement, ESL, LD, eval., ,faculty training, CAI.

Rio Salado Community College Placement testing, diagnostic testing, dev.courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth., Rdg.),

counseling (personal, career), advisement, ESL, eval.,

faculty ttaining, CAI, A-V services.

ARKANSAS

Garland County Community College Placement testing,tutoring, tutor training, dev.

courses (Eng., Mth., Rdg.), counseling (academic,

personal, career),eval., faculty training, financial

aid.

CALIFORNIA

California State University, Fullerton Diagnostic testing, tutoring, dev. courses (Eng., Mth.,

Rdg.), ESL, eval., faculty training, A-V services.

California State University, Long Beach Placement testing, tutoring, tutor training, dev.

courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth.,

Rdg.), study skills, ESL, eval., faculty training, CAI, A-V services. 3

4 Components

Sau Diego State University Diagnostic testing, tutoring, dev. courses (Eng.,

Mth., Rdg.), study skills, counseling (academic,

personal), advisement, eval., CAI.

Santa Barbara City College Placement testing, diagnostic testing, tutoring, dev.

courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth.,

Rdg.), study skills, counseling (academic, personal,

career), advisement, peer counseling, ESL, LD, eval.,

faculty training, financial aid, international &

exchange, CAI.

University of California, Davis Placement testing, tutoring, tutor training, dev.

courses (Eng., Mth., Rdg.), study skills, counseling

(academic, personal, career, social), advisement,peer counseling, eval., financial aid.

COLORADO

Regis College Placement testing, diagnostic testing, tutoring, tutor

training, dev. courses (Eng., Mth., Rdg.), dev. labs

(Eng., Mth., Rdg.), study skills, counseling (academic,

personal), advisement, LD, eval., faculty training, CAI, A-V services.

CONNECTICUT

Greater Hartford Community College Placement testing, diagnostic testing, tutoring, dev.

courses (Eng., Rdg.), counseling (academic, personal,

career), ESL, eval., financial aid.

Mitchell College Placement testing, diagnostic testing, tutoring, dev.

courses (Eng., Mth., Rdg.), study skills, counseling (academic), LD, eval A-V services.

University of Hartford Placement testing, dev. courses (Eng., Mth., Rdg.),

study skills, counseling (personal, career), advisement,

CAI. Components

University of New Haven Placement testing, tutoring, dev.courses (Eng., Mth.,

Rdg.), dev. labs (Eng., Mth., Rdg.), studyskills,

counseling (academic, personal), advisement,LD, eval.

WASHINGTON, D.C.

Howard University Placement testing, diagnostic testing, tutoring,dev. courses (Eng., Eth., Rdg.), dev. labs (Eng., Mth.,

Rdg.), study skills, counseling (academic,personal), CAI, A-V services.

FLORIDA

Santa Fe Community College placement testing, tutoring, dev.courses (Eng., Mth.,

Rdg.), dev. labs (Eng., Mth., Rdg.), eval.,faculty training.

Tallahassee Community College Placement testing, dev.courses (Eng., Mth., Rdg.),

counseling (academic, personal, career), studyskills, CAI.

GEORGIA

Albany State College Placement testing, diagnostic testing, tutoring, dev.

courses (Eng., Mth., Rdg.). dev. labs (Eng., Mth.,

Rdg.), study skills, counseling (academic,personal, career, social), advisement, eval., faculty training, financial aid.

Armstrong State College Placement testing, diagnostic testing, tutoring,dev. courses (Eng., Mth., Rdg.), study skills, counseling

(academic, personal, career), facultytraining, CAI.

6 Components

Columbus College Diagnostic testing, dev. courses (Eng., Mth., Rdg,),

dev. labs (Eng., Mtb., Rdg.), study skills, advisement, LD, faculty training, CAI.

Georgia Southern College Diagnostic testing, dev. courses (Eng., Mth., Rdg.),

eval., financial aid.

Georgia Southwestern College Diagnostic testing, tutoring, dev.courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth., Rdg.), counseling

(academic, personal,career, social), eval., faculty training.

Kennesaw College Tutoring, dev, courses (Eng., Mth., Rdg.), dev. labs

(Eng., Mth., Rdg.), counseling (academic, personal,

career, social), advisement, eval., faculty training.

Savannah State College Placement testing, diagnostic testing, dev.courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth., Rdg.),

counseling (academic, personal, career), eval.

University of Georgia Placement testing, tutoring, dev.courses (Eng., Mth.,

Rdg.), dev. labs (Eng., Mth., Rdg.),counseling (academic, personal,career, social), eval.

HAWAII

Hawaii Pacific College Placement testing, tutoring, dev.courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth., Rdg.), counseling

(academic, personal), ESL, eval.

29 29 Components

Kapiolani Community College Placement testing, diagnostic testing, tutoring,tutor training, dev. courses (Eng., Mth., Rdg.), dev. labs

(Eng., Mth., Rdg.), study skills, counseling (academic,

personal), eval., A-V services.

University of Hawaii, Manoa Dev. courses (Eng., Mth., Rdg.), study skills,

counseling (academic, personal,career, social), eval., financial aid.

Winward Community College Placement testing, tutoring, tutor training, dev.

courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth.,

.Rdg.), counseling (academic, personal,career, social), advisement, LD, eval., financial aid.

IDAHO

North Idaho College Diagnostic testing, tutoring, dev. courses (Eng.,Mth., Rdg.), dev. labs (Eng., Mth., Rdg.), study skills,

eval., financial aid, CAI.

Ricks College Diagnostic testing, tutoring, dev.courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth., Rdg.), study

skills, eval., financial aid, CAI.

ILLINOIS

College of Lake County Placement testing, tutoring, tutor training, dev.

courses (Eng., Mth., Rdg.), eval., faculty training.

John Wood Community College Tutoring, dev. courses (Eng., Mth., Rdg.), dev.labs (Eng., Mth., Rdg.), study skills, advisement.

30 8 Components

National College of Education Placement testing, diagnostic testing, tutoring, dev.

courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth., ,)

Rdg.), study skills, counseling (academic), ESL, eval.:'

financial aid, CAI.

Prairie State College Placement testing, diagnostic testing, tutoring, dev.

courses (Eng., Mth., Rdg.), ESL.

Triton College Placement testing, diagnostic testing, tutoring,

dev. courses (Eng., Mth., Rdg.), study skills,

advisement, ESL, LD, eval., CAI.

INDIANA

Indiana Vocational Technical College, Indianapolis Diagnostic testing, dev. courses (Eng., Mth., Rdg.),

dev. labs (Eng., Mth., Rdg.), study skills, counseling

(academic, personal, career, social), advisement, ESL,

LD, eval,

Indiana Vocational Technical College, Terre Haute Diagnostic testing, tutoring, dev. courses (Eng.,

Mth., Rdg.), dev. labs (Eng., Mth., Rdg.), study

skills, counseling (academic, personal, career,

social), LD, eval., CAI.

Purdue University, Calumet Placement testing, diagnostic testing, tutoring, dev.

courses (Eng., Nth., Rdg.), counseling (academic,

career), eval.

Purdue University, North Central Placement testing, diagnostic testing, tutoring, dev.

courses (Eng., Mth., Rdg.), study skills, counseling

(academic, personal, career, social), advisement, ESL,

LD, eval., financial aid, CAI.

9 33 Components

University of Evansville Diagnostic testing, tutoring, tutor training, dev.

courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth.,

Rdg.), study skills, counseling (academic, personal,

career, social), advisement, eval., international & exchange.

IOWA

Central College Diagnostic testing, tutoring, dev.courses (Eng., Mth., Rdg.), counseling (academic, personal), eval.

Clinton Community College Placement testing, tutoring, dev,courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth., Rdg.), study skills,

counseling (academic, personal,career, social),

advisement, LD, eval., faculty training, CAI, A-V

services.

Drake University Diagnostic testing, dev. courses (Eng., Mth., Rdg.),

dev. labs (Eng., Mth., Rdg,), study skills, counseling

(academic), eval.

Hawkeye Technical Developmental Education Program Diagnostic testing, dev. courses (Eng., Mth., Rdg.),

dev. labs (Eng., Mth., Rdg.), counseling (academic,

personal, career, social), LD, eval, faculty training,

financial aid.

Iowa Lakes Community College Diagnostic testing, tutoring, dev. courses (Eng., Mth.,

Rdg.), dev. labs (Eng., Mth., Rdg.), study skills,

counseling (academic, career), LD, eval.

Iowa Valley Community College District Dev. courses (Eng., Mth., Rdg.), study skills, counseling (academic, personal, career, social), LD, 35 eval.

34 10 Components

KANSAS

Benedictine College Diagnostic testing, tutoring, tutor training, dev.

courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth., Rdg.), study skills, counseling (academic, personal,

career, social), advisement, eval.

Butler County Community College Placement testing, diagnostic testing, tutoring, dev.

courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth.,

Rdg.),study skills, counseling (career), eval.

KENTUCKY

Asbury College Placement testing, tutoring, dev. courses (Eng., Rdg.), v. labs (Eng., Rdg.), study skills, eval.

Berea College Tutoring, dev. courses (Eng., Mth., Rdg.), dev. labs

(Eng., Rdg.), study skills.

Brescia College Placement testing, diagnostic testing, tutoring, dev.

courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth., Rdg.), study skills, counseling (academic, personal,

career, social), LD, eval., financial aid.

Cumberland College Placement testing, diagnostic testing, tutoring, dev.

courses (Eng., Mth., Rdg.), dev. labs (Writing))

counseling (academic, personal, career, social), study

skills, advisement, eval., CAI.

Jefferson Community College Placement testing, diagnostic testing, dev.courses (Eng., Mth., Rdg.), dev..lab (Writing), study skills, ESL, eval., faculty training, CAI.

11 36 37 Components

Kentucky Wesleyan College Placement testing, diagnostictesting, tutoring, dev. courses (Eng., Mth., Rdg.), dev. lab (Writing), study

skills, counseling (academic, personal,career, social), advisement, ESL, eval.

Lees College Placement testing, diagnostic testing,tutoring, tutor

training, dev. courses (Eng.,Mth., Rdg.), study skills,

counseling (academic, personal,career, social),

counselor training, eval., facultytraining, CAI.

Murray State University Placement testing, tutoring,tutor training, dev. labs

(Eng., Mth., Rdg.), study skills,counseling (academic, lersonal, career, social), LD, eval.

Union College Placement testing, tutoring, dev.courses (Eng., Mth.,

Rdg.), study skills, counseling (academic,personal, career, social), advisement, eval., financial aid.

LOUISIANA

Delgado Community College Placement testing, tutoring, dev.courses (Eng., Mth.,

Rdg.), dev. labs (Eng., Mth., Rdg.),study skills, counseling (academic, personal), advisement, ESL,

eval., faculty training.

Louisiana Tech University Placement testing, diagnostictesting, tutoring, dev. courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth.,

Rdg.), counseling (academic,personal, career, social), advisement, eval., CAI.

Southeastern Louisiana University Placement testing, diagnostictesting, tutoring, dev. courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth.,

Rdg.), counseling (academic,personal, career, social), adv!sement, eval., CAI.

12 Components

Placement testing, diagnostic testing, dev.courses (Eng., Mth., Rdg.), dev. labs (Eng., Rdg.), study skills, counseling (academic, personal, career, social), eval., faculty training, CAI.

Placement testing, diagnostic testing, tutoring,tutor training, dev. courses (Eng., Mth., Rdg.), dev. labs

(Eng., Mth., Rdg.), study skills, counseling (academic, personal, career, social), advisement, ESL, LD, eval., faculty training, financial aid,

Placement testing, tutoring, tutor training, dev,courses

(Eng., Mth., Rdg.), dev, labs (Eng., Mth., Rdg.),study skills, counseling (academic, personal,career, social), advisement, eval., faculty training, CAE, A-Vservices,

Placement testing, tutoring, tutor training, dev,courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth., Rdg.), counseling (academic, personal, career, social), advisement, peer counseling, LD, eval., faculty training, financial aid,

Placement testing, diagnostic testing, tutoring, dev. courses (Eng., Mth., Rdg,), study skills, counseling

(academic, personal, career, social), ESL, eval.,CAI.

Placement testing, tutoring, dev.courses (Eng., Mth.,

Rdg,), dev. labs (Eng., Mth., Rdg.), study skills,ESL, eval., CAI, A-V services. Components

Grand Rapids Junior College Placement testing, tutoring, dev.courses (Eng., Mth.,

Rdg.), dev. labs (Eng., Mth., Rdg.),study skills,

counseling (academic, personal,career, social),

advisement, peer counseling, eval., facultytraining.

Western Michigan University Placement testing, diagnostic testing, tutoring,tutor training, dev, courses (Eng., Mth., Rdg.), dev, labs

(Eng., Mth., Rdg.), study skills,counseling (academic,

personal, career, social), advisement,peer counseling, ESL, LD, eval., financial aid, international & exchange, CAI, A-V services.

MINNESOTA

Minneapolis Community College Placement testing, diagnostic testing,tutoring, tutor training, dev. courses (Eng., Mth., Rdg.), study skills, ESL, LD, eval.

College of St, Thomas Diagnostic testing, tutoring, dev.courses (Eng., Rdg.),

dev. labs (Eng., Rdg.), counseling (academic),eval.

MISSISSIPPI

Copiah - Lincoln Junior College, Natchez Campus Placement testing, diagnostic testing,tutoring, dev, courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth., Rdg.),

counseling (academic, personal, career),advisement, eval., faculty training. .

Copiah -,Lincoln Junior College, WessonCampus Placement testing, dev. courses (Eng., Mth., Rdg.),dev.

labs (Eng., Mtb., Rdg.), counseling (academic,personal, career), advisement, eval., faculty training.

14 Components

Golden Triangle Vocational-Technical Center Placement testing, diagnostic testing,tutoring, dev. courses (Eng., Mth., Rdg.), counseling (academic,

personal, career, social), advisement, eval.,faculty training.

Mississippi Valley State University Placement testing, diagnostic testing, tutoring,dev. courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth.,

Rdg.), study skills, counseling (academic),eval.

MISSOURI

Evangel College Tutoring, study skills, eval.

Jefferson College Placement testing, diagnostic testing, tutoring,dev. courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth.,

Rdg.), study skills, counseling (academic)personal, career, social), advisement, eval., faculty training, CAI, A-V services.

Northwest Missouri State University Tutoring, dev. course (Eng.), dev. lab (Eng.),

counseling (academic, persona],career, social), advisement, ESL, eval., faculty training.

University of Missouri- Columbia Tutoring, dev. courses (Eng., Mth., Rdg.), dev.labs

(Eng., Mth., Rdg.), study skills, eval.,financial aid.

University of Missouri- Kansas City Dev, course (ildg.), study skills,eva.

MONTANA

Missoula Vocational Technical Center Placement testing, diagnostic testing, dev.courses

(Eng., Mth., Rdg.), dev. labs (Eng., Mth.,Rdg.),

study skills, counseling (academic, personal,career, social), peer counseling, eval. Components

NEBRASKA

College of Saint Mary Placement testing, tutoring, dev. labs (Eng., Mth.),

study skills, counseling (academic, personal,career, social), advisement, eval., faculty training.

Northeast Technical Community College Dev. courses (Eng., Mth., Rdg.), dev. labs (Eng.,Mth.,

Rdg.), counseling (academic, personal,career, social), advisement, eval., CAI.

NEW HAMPSHIRE

Keene State College Placement testing, diagnostic testing, dev.courses

(Eng., Mth., Rdg.), counseling (academic),advisement, LD, eval., financial aid.

NEW JERSEY

Bergen Community College Placement testing, diagnostic testing, dev,courses

(Eng., Mth., Rdg.), dev. labs (Eng., Mth.,Rdg.), study skills, eval., CAI.

Bloomfield College Diagnostic testing, tutoring, dev.courses (Eng., Mth.,

Rdg.), counseling (academic, personal),eval., faculty training.

Burlington County College Placement testing, diagnostic testing,tutoring, dev. courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth.,

Rdg.), counseling (academic, personal,career), eval., faculty training, A-V services.

Cunberland County College Placement testing, diagnostic testing,tutoring, dev. courses (Eng., Mth Rdg.), dev. labs (Eng., Mth.,

Rdg.), counseling (career), ESL, eval.,international & exchange.

16 Components

Glassboro State College Placement testing, diagnostic testing, tutoring, dev.

courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth.,

Rdg,), counseling (academic),advisement, eval., CAI.

Gloucester County College Placement testing, tutoring, dev.courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth., Rdg.), study skills,

counseling (academic, personal,career, social),

advisement, eval., faculty training,CAI, A-V services.

Mercer County Community College Placement testing, diagnostic testing, tutoring,dev. courses (Eng., Mth., Rdg.), dev, labs (Eng., Mth.,

Rdg.), counseling (academic, personal),advisement, ESL, eval., faculty training.

Saint Peter's College Placement testing, tutoringtutor training, dev. courses (Eng., Mth., Rdg.), dev, labs (Eng., Mth.,

Rdg.), advisement, eval, CAI,A-V services.

NEW MEXICO

Eastern New Mexico University Placement testing, diagnostictesting, dev. courses (Eng., Rdg.), study skills, counseling (academic,

personal, career, social), advisement, eval.

Eastern New Mexico University- Roswell Placement testing, diagnostic testing, tutoring,dev. courses (Eng., Mth., Rdg.), dev, labs (Eng., Mth.,

Rdg.), study skills, counseling(academic, personal, career, social), advisement, peer counseling, ESL, eval.

University of New Mexico Placement testing, tutoring, dev.courses (Eng., Mth.,

Rdg.), dev. labs (Eng., Mth., Rdg.),study skills

counseling (academic, personal,career, social), advisement, eval.

17 49 Components

NEW YORK

Cazenovia College Placement testing, diagnostic_testik. Dato:±I;4 AEV.

courses (Eng., Mth., Rdg.), dev. lab Rdg.), study skills, counseling (ac: zc career, social), advisement, e7:11., aid, :Z

Cornell University Tutoring, dev. courses (Eng., Mth., Rdg.), dev. labs

(Eng., Mth., Rdg.), counseling (academic, personal),

advisement,

Fredonia State University College Placement testing, tutoring, dev. courses (Eng., Mth.,

Rdg.), dev. labs (Eng,, Mth., Rdg.), studyskills, counseling (academic, personal, career, social), eval., financial aid, CAI.

Genesee Community College Placement testing, diagnostic testing, tutoring, dev.

courses (Eng., Mth., Rdg.), study skills, counseling

(academic, personal,career, social), advisement, LD, eval., faculty training.

Mohawk Valley Community College Placement testing, diagnostic testing, dev.courses (Eng., Mth., Rdg.), study skills, ESL, eval.

Niagara University Placement testing, tutoring, tutor training, dev.

courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth.,

Rdg.), counseling (academic, personal,career, social), advisement, eval., faculty training, CAI, A-V services.

Rochester Institute of Technology Placement testing, diagnostic testing, tutoring, dev.

courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth.,

Rdg.),study skills, counseling (academic, personal,

career, social), advisement, ESL, LD, eval., faculty 50 training, international & exchange, CAI.

18 Components

Rockland Community College Placement testing, tutoring, dev.courses (Eng., Mth.,

Rdg.), dev. labs (Eng., Mth., Rdg,),study skills,

counseling (academic, personal,career, social),

advisement, ESL, eval,, facultytraining, financial aid, CAI.

Schenectady County Community College Placement testing, diagnostictesting, tutoring, dev. courses (Eng., Mth., Rdg.), study skills, eval., faculty training.

SUN! Agricultural & Technical College Placement testing, diagnostictesting, tutoring, dev. courses (Eng., Mth., Rdg.), dev. labs (Eng,, Mth.,

Rdg,), study skills, counseling(academic, personal, career, social), advisement, ESL, LD, eval,, A-V services.

NORTH CAROLINA

Appalachian State University Placement testing, diagnostictesting, tutoring, tutor

training, dev. courses (Eng., Mth.,Rdg.), dev. labs

(Eng., Mth., Rdg,), study skills,counseling (academic,

personal, career, social), advisement,counselor

training, LD, eval., faculty training,financial aid, CAI.

Gardner-Webb College Placement testing, diagnostictesting, dev. courses

(Eng,, Mth., Rdg.), dev. labs(Eng., Mth., Rdg.), counseling (academic), advisement, eval.

Guilford Technical Community College Placement testing, diagnostictesting, dev. courses

(Eng,, Mth., Rdg.), de, labs (Eng.,Mth., Rdg.),

study skills, counseling (academic,personal, career,

social), advisement, eval., facultytraining.

53 52 Components

North Carolina A & T State University Placement testing, tutoring, dev, courses (Eng., Mth.,

Rdg.), dev. labs (Eng., Mth., Rdg.), study skills,

counseling (academic), advisement, eval., CAI.

Randolph Technical College Placement testing, tutoring, dev.courses (Eng., Mth., Rdg.), study skills, counseling (academic, personal),

advisement, eval.

Sampson Technical College Placement testing, diagnostic testing, tutoring,tutor training, dev. courses (Eng., Mth., Rdg.), dev. labs

(Eng., Mth., Rdg.), study skills, counseling (academic,

personal,career, social), advisement, LI), eval.,

'faculty training, financial aid, CAI.

OHIO

Cincinnati Technical College Placement testing, tutoring, dev. courses (Eng., Mth.,

Rdg.), dev, labs (Eng,, ah., Rdg.), study skills,

counseling (academic, personal,career, social), advisement, eval.

Cuyahoga Community College Placement testing, diagnostic testing, tutoring, dev. courses (Eng., Mth., Rdg.), eval.

Oberlin College Placement testing, diagnostic testing, tutoring, dev. courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth., Rdg.),

study skills, counseling (academic, personal,career,

social), advisement, counselor training,peer counseling, eval., faculty training, financial aid.

Ohio University Placement testing, diagnostic testing, tutoring, dev.

courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth., Rdg.),

study skills, counseling (academic, personal,career,

social), advisement, LD, eval., financialaid. 54

20 Components

Terra Technical College Placement testing, tutoring, tutor training,dev. courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth., Rdg.),

study skills, counseling (academic),advisement, eval.

University of Dayton Placement testing, tutoring,tutor training, dev. courses

(Eng., Nth., Rdg.), dev. labs (Eng.,Mth., Rdg.), study

skills, counseling (academic, personal,career, social),

advisement, peer counseling, eval., facultytraining.

University of Toledo, University Community & Placement testing, tutoring, dev.courses (Eng., Mth., Technical College Rdg.), dev. labs (Eng., Mth., Rdg.), studyskills,

.counseling (academic personal,career, social), advisement, eval.

Wayne General & Technical College/The University Placement testing, tutoring, dev.courses (Eng., Rh., of Akron Rdg.), dev. labs (Eng., Mth., Rdg.), studyskills, LD, eval., CAI.

PENNSYLVANIA

Allentown College of St. Francis de Sales Placement testing, diagnostic testing, tutoring, dev.

courses (Eng., Mth., Rdg.), study skills, counseling

(academic, personal,career, social), advisement, eval., faculty training, financial aid.

Harrisburg Area Community College Placement testing, tutoring, tutor training, dev.

courses (Eng., Mth., Rag.), dev. labs (Eng., Mth.,

Rdg.), study skills, counseling (academic,personal, career, social), advisement, ESL, eval., faculty training, financial aid, CAI.

56 21 57 Components

Keystone Junior College Tutoring, tutor training, dev. courses (Eng., Mth.,

Rdg.), study skills, counseling (academic, personal),

eval., faculty training, CAI.

La Salle University Diagnostic testing, tutoring, tutor training, dev.

courses (Eng., Mth., Rdg.), study skills, counseling

(academic, personal, career, social), ESL, eval., faculty training, financial aid.

Mansfield University Placement testing, diagnostic testing, tutoring,tutor training, dev. courses (Eng., Mth., Rdg.), study skills,

counseling (academic, personal, career, social), counselor training, eval.

Pennsylvania State University Placement testing, tutoring, dev. courses (Eng., Mth., Rdg.), study skills, counseling (academic, social, personal), LD, vial., faculty training.

Pennsylvania State University,

Schuylkill Campus Tutoring, dev. courses (Eng., Mtb., Rdg.), dev. labs

(Eng., Mth., Rdg.), study skills, advisement, eval.,

Point Park College Tutoring, dev. courses (Eng., Mtb., Rdg.), counseling

(academic, personal, career, social), eval.

Saint Vincent College Placement testing, tutoring, tutor training, dev.

courses (Eng., Mth., Rdg.), study skills, counseling

(academic, personal, career), eval., financialaid. Components

Shippensburg University Placement testing, diagnostic testing,tutoring, tutor

training, dev. courses (Eng., Mth., Rdg.), studyskills, counseling (academic, personal,career, social),

advisement, counselor training,peer counseling, eval., faculty training, financial aid.

Slippery Rock University Placement testing, diagnostic testing,tutoring, tutor

training, dev. courses (Eng., Mth., Rdg.),study skills, counseling (academic, personal,career, social),

advisement, counselor traihing,peer counseling, eval., faculty trainihg, financial aid.

University of Pittsburgh Placement testing, tutoring, dev.courses (Rdg., Mth.),

dev. labs (Rdg., Mth.), study skills,counseling

(aca&m.ic, personol,career, social), advisement, eval.

Williamsport Area Community College Placement testing, tutoring, dev.courses (Eng., Mth., Rdg.), dev. labs ng., Mth., Rdg,), study skills,

counseling (academic, personal,career, social), advisement, eval.

SOUTH CAROLINA

Greenville Technical College Placement testing, diagnostic testing,dev. courses

(Eng., Mth., Rdg.), dev. lab (Eng.),study skills,

counseling (academic, personal, career),advisement, ESL, eval, CAI, A-V services.

Horry -Georgetown Technical College Placement testing, diagnostic testing,tutoring, dev. courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth.,

Rdg.), study skills, counseling (academic,personal, career, social), advisement, eval., faculty training, financial aid.

23 60 61 Components

Piedmont Technical College Placement testing, diagnostictesting, tutoring, dev. courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth., Rdg.),

study skills, counseling (academic,personal, career), advisement, eval., faculty training.

Trident Technical College Placement testing, diagnostic testing, dev.courses

(Eng., Mth., Rdg.), dev. labs(Eng., MO., Rdg.),

study skills, counseling (academic,career), advisement,

LD, eval., faculty training, CAI,A-V services.

SOUTH DAKOTA

Black Hills State College ,Tutoring, dev. courses (Eng., Mth.), dev. labs(Eng.,

Mth.), study skills, counseling(academic, personal, career), advisement, eval., CAI,

Dakota Wesleyan University Tutoring, dev. courses (Eng., Rdg.), studyskills, eval.

Sinte Gleska College Placement testing, diagnostictesting, dev, courses

(Eng., Mth., Rdg.), study skills,counseling (academic,

personal, career, social), advisement, eval.,faculty training, financial aid.

TENNESSEE

ChattanoogaState Technical CommunityCollege Placement testing, diagnostictesting, tutoring, dev. courses (Eng., Mth., Rdg.), dev, labs (Eng., Mth.,

Rdg.), study skills, counseling(academic, personal), advisement, eval., CAI, A-V services.

University of Tennessee at Martin Placement testing, diagnostictesting, tutoring, dev, courses (Eng Mth., Rdg.), dev. labs (Eng., Mth., Rdg,), study skills, counseling 62 (academic, personal, career, social), advisement, eval. 63 Components

TEXAS

Alvin Community College Placement testing, diagnostic testing, tutoring, dev.

courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth.,

Rdg.), study skills, counseling (academic, personal,

career, social), advisement, eval., faculty training, financial aid, CAI, A-V services.

Amarillo College Placement testing, diagnostic testing, tutoring, tutor

training, dev. courses (Eng., Mth., Rdg.), dev. labs

(Eng., Mth., Rdg.), study skills, counseling (academic,

personal, career, social), advisement, ESL, LD, eval.,

faculty training, CAI, A-V services.

Henderson County Junior College Placement testing, diagnostic testing, tutoring, dev.

courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth.,

Rdg.), study skills, counseling (academic, personal),

advisement, eval., faculty training, CAI, A-V services.

Paris Junior College Placement testing, diagnostic testing, tutoring, dev.

courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth.,

Rdg.), study skills, counseling (academic, personal,

career, social), advisement, ESL, eval., faculty

training, CAI, A-V services.

University of Texas, El Paso Placement testing, tutoring, tutor training, dev.

courses (Eng., Mth., Rdg.), dev. labs (Eng., Mth.,

Rdg.), study skills, counseling (academic, personal,

career, social), advisement, peer counseling, ESL,

eval., faculty training, financial aid, CAI.

25 Components

University of Texas, Austin Placement testing, diagnostic testing, tutoring, tutor (Learning Skills Center and Cognitive Learning training, dev. courses (Eng., Mth., Rdg.), dev. labs

Strategies Project) (Eng., Mth., Rdg.), study skills, counseling (academic, personal, career, social), advisement, peer counseling,

ESL, eval., faculty training, CAI.

UTAH

Salt Lake Skills Center Placement testing, tutoring, dev. courses (Eng., Mth., Rdg.), counseling (academic, career), ESL, LD, eval.

VERMONT

Community College of Vermont Placement testing, tutoring, dev. courses (Eng., Mth., Rdg.), study skills, counseling (academic, personal),

advisement, eval., faculty training, financial aid.

Vermont Technical Center Tutoring, dev. courses (Eng., Mth., Rdg.), dev. labs (Eng., Rdg.), counseling (academic, personal, career),

advisement, eval., CAI.

VIRGINIA

Richard Bland College of The College of Placement testing, diagnostic testing, tutoring, dev.

William and Mary courses (Eng., Mth), dev. labs (Eng.,Mth.), study skills, counseling (academic), advisement, eval.

WASHINGTON

Fort Steilacoom Community College Placement testing, diagnostic testing, tutoring, tutor training, dev. courses (Eng., Mth., Rdg.), dev. labs

(Eng., Mth., Rdg.), study skills, counseling (academic,

personal, career, social), ESL, LD, eval., faculty 66 training. 67

26 Components

Highline Community College Placement testing, diagnostic testing, tutoring, tutor

training, dev. courses (Eng., Mth., Rdg.), dev. labs

(Eng., Mth., Rdg.), study skills, counseling (academic,

personal, career, social), ESL, LD, eval., faculty

training.

Tacoma Commity College Placement testing, diagnostic testing, tutoring, tutor

training, dev. courses (Eng., Mth., Rdg.), dev. labs

(Eng., Mth., Rdg.), study skills, counseling (academic,

career), advisement, ESL, eval., financial aid.

WISCONSIN

University of Wisconsin- Eau Claire Tutoring, tutor training, dev. courses (Eng., Mth.,

Rdg.), dev. labs (Eng., Mth., Rdg.), study skills,

counseling (academic, personal, career, social),

advisement, ESL, LD, eval., faculty training,

financial aid.

University of Wisconsin - La Crosse Placement testing, diagnostic testing, tutoring, dev.

courses (Mth., Rdg.), dev. lab (Rdg.), study skills,

counseling (academic, personal, career), advisement,

LD., eval., financial aid, CAI.

University of Wisconsin - Waukesha Placement testing, diagnostic testing, tutoring, tutor

training, dev. courses (Eng., Mth., Rdg.), dev. labs

(Eng., Mth., Rdg.), study skills, counseling (academic,

personal, career, social), advisement, ESL, LD, eval.,

financial aid.

University of Wisconsin - Whitewater Placement testing, diagnostic testing, dev. courses

(Eng., Mth., Rdg.), dev, labs (Eng., Mth., Rdg.),

study skills, eval., CAI. USER'S GUIDE FOR LISTING BY EXEMPLARY COMPONENT

This section of the Directory shows each of the nineteen components separately, and those institutions which includethat exemplary component in their program. The listing of institutions is alphabetically designed to facilitate use of this section. Below is a list of the components in the order that they appear with the page number where eachcan be found.

placement testing 29 diagnostic testing 33 tutoring 36 tutor training 40 developmental courses 42

developmental laboratories. . .47 study skills 51 counseling 55 advisement 59 counselor training 62 peer counseling 63 English as a second language. .64 learning disabled 66 evaluations 68 faculty training 73 financial aid 75

international & exchange. . . .77 computer assisted instruction. 78 audio-visual services 80

7 0

28 LISTING BY EXEMPLARY COMPONENT

PLACEMENT TESTING

Alabama Agricultural & Mechanical University Cincinnati Technical College

Albany State College Clinton Community College

Allentown College of St. Francis de Sales College of Lake County

Alvin Community College College of St. Mary

Amarillo College Community College of Vermont

Appalachian State University Copiah - Lincoln Junior College/Natchez Campus

Armstrong State College Copiah - Lincoln Junior College/Wesson Campus

Asbury College Cumberland College

Auburn University at Montgomery Cumberland County College

Bergen Community College Cuyahoga Community College

Brescia College Delgado Community College

Burlington County College Eastern Arizona College

Butler County Community College Eastern New Mexico University

California State University, Long Beach Eastern New Mexico University, Rcswell

Cazenovia College Fort Steilacoom Community College

Chattanooga State Technical Fredonia State University College Community College

72 Gardner-Webb College Jefferson College

Garland County Community College Jefferson Community College

Genesee Community College John Wood Community College

George Corley Wallace State Community College Kapiolani Community College

Glassboro State College Keene State College

Glen Oaks Community College Kentucky Wesleyan College

Gloucester County College Lees College

Golden Triangle Vocational Technical Center Louisiana Technical University

Grand Rapids Junior College Lurleen B. Wallace State Junior College

Greater Hartford Community College Mansfield University

Greenfield Community College Mercer County Community College

Greenville Technical College Minneapolis Community College

Guilford Technical Community College Mississippi Valley State University

Harrisburg Area Community College Missoula Vocational Technical Center

Hawaii Pacific College Mitchell Co lege

Henderson County J dor College Mohawk Valley Community College

Highline Community College Mount Wachusett Community College

Horry - Georgetown Technical College Murray State University 7 3 Howard University National College of Education

Jacksonville State University Niagara University

30 North Carolina A & T State University Santa Barbara City College

Oberlin College Santa Fe Community College

Ohio University Savannah State College

paris Junior College Schenectady County Community College

Pennsylvania State University Shippensburg University

.Piedmont Technical College Sinte Gleska College

. Pima Community College Slippery Rock University

,Prairie State College Southeastern Louisiana University

Purdue University, Calumet Southern University, Junior Division

. Purdue University, North Central Southern University at New Orleans

-Randolph Technical College SUNY Agricultural and Technical College

Regis College Tacoma Community College

'Richard Bland College of Tallahassee Community College The College of William and Nary Terra Technical College Rio Salado Community College Trident Technical College Rochester Institute of Technology Triton College 'Rockland Community College Troy State University Saint Peter's College Union College Saint Vincent College University of California at Davis Sa1t Lake Skills Center University of Dayton Sampson Technical College

74 University of Georgia

University of Hartford

University of New Haven

University of New Mexico

University of Pittsburgh

University of Southwestern Louisiana

University of Tennessee at Martin

University of Texas, Austin

University of Texas, El Paso

University of Toledo, University Community and Technical College

University of Wisconsin - La Crosse

University of Wisconsin - Waukesha

University of Wisconsin - Whitewater

Wayne General and Technical College/ The University of Akron

Western Michigan University

Williamsport Area Community College

Windward Community College 7 5

32 DIAGNOSTIC TESTING

Alabama Agricultural & Mechanical University College of St. Thomas

Albany State College Columbus College

Allentown College of St. Francis de Sales Copiah - Lincoln Junior College/Natchez Campus

Alvin Community College Cumberland College

Amarillo College Cumberland County College

Anchorage Community College Drake University

Appalachian State University Eastern Arizona College

Armstrong State College Eastern New Mexico University, Roswell

Benedictine College Fort Steilacoom Community College

Bergen Community College Gardner-Webb College

Bloomfield College Genesee Community College

Brescia College George Corley Wallace State Community College

Burlington County College Georgia Southern College

Butler County Community College Georgia Southwestern College

California State University, Fullerton Glassboro State College

Cazenovia College Golden Triangle Vocational Technical Center

Central College Greater Hartford Community College

Chattanooga State Technical Community Greenville Technical College

College

33 Gultrotd Technical Community College Mercer County Community College

Hawkeye Technical Developmental Education Program Minneapolis Community College

Henderson Cwintv Junior College Mississippi Valley State University

Highline Community Missoula Vocational Technical Center

Horry - Georgetown Technical College Mitchell College

Howard University National College i _aLlon

Indiana Vocational Tochnical College North Idaho College

Indiana Vocational Technical College, Terre Haute Oberlin College

Iowa Lakes Community College Ohio University

Jacksonville State University Paris Junior College

Jefferson College Piedmont Technical College

Jefferson Community College Pima Community College

Kapiolani Community College Purdue University, Calumet

Keene State College Purdue University, North Central

Kentucky Wesley. a College Regis College

La Salle University Richard Bland College of The College of William and Mary Lees College Ricks College Louisiana Tech University 7 8 Rio Salado Community College Lurleen B. Wallace State Junior College Rochester Institute of Technology Mansfield University Sampson Technical College 34 San Diego State University

Santa Barbara City College

Savannah State College

Shippensburg University

. Slippery Rock University

Southeastern Louisiana University

Southern University, Junior Division

Southern University of New Orleans

SUNY Agricultural and Technical College

Tacu, Ay College

Trident Technical College

Triton College

Troy State University

University of Evansville

University of Tennessee. at Martin

University of Texas, Austin

University of Wisconsin - La Crosse

University of Wisconsin - Waukesha

Western Michigan University

79 TUTORING

Alabama Agricultural & Mechanical University California State University, Long Beach

Albany State College Cazenovia College

Allentown College of St. Francis de Sales Central College

Alvin Community College Chattanooga State Technical Community College

Amarillo College Cincinnati Technical College

Anchorage Community College Clinton Community College

Appalachian State University College of Lake County

Armstrong State College College of St. Mary

Asbury College College of St. Thomas

Auburn University at Montgomery Community College of Vermont

Benedictine College Copiah - Lincoln Junior College/Natchez Campus

Berea College Cornell University

Black Hills State College Cumberland College

Bloomfield College Cuyahoga Community College

Brescia College Dakota Wesleyan University

Burlington County College Delgado Community College

Butler County Community College Eastern Arizona College

California State University, Fullerton Eastern New Mexico University

36 Eastern New Mexico University, Roswell Indiana Vocational Technical College, Terre

Haute Evangel College

Iowa Lakes Community College Fort Steilacoom Community College

Jacksonville State lihiversity Fredonia State University College

Jefferson College Garland County Community College

John Wood Community,College Genesee Community College

Kapiolani Community College George Corley Wallace State Community College

Kennesaw College Georgia Southwestern College

Kentucky Wesleyan College Glassboro State College

Keystone Junior College Glen Oaks Community College

La Salle University Gloucester County College

Lees College Grand Rapids Junior College

Louisiana Tech University Greater Hartford Community College

Lurleen B. Wallace State Junior College Gfeenfield Community College.

Mansfield University Harrisburg Area Community College

Mercer County Community College Hawaii Pacific College

MinneapoLs Community College Henderson County Junior College

Mississippi Valley State University Highline Community College

Mitchell College Horry - Georgetown Technical College

Mount Wachusett Community College Howard.University

37 Murray State University .Ricks College

National College of Education Rochester Institute of Technology

Niagara University Rockland Community College

North Carolina A & T State University . Saint Peter!s. College

Northwest Missouri State University Saint Vincent, College

Oberlin 'College Saltj,ake.Skills Center,

Ohio University' Sampson Technical College

Pari Junior College . San Diego, State .University

Pennsylvania State University Santa Barbara City College

Pennsylvania State University, Schuylkill Campus Santa Fe Community College

Piedmont TechniCal College Schenectady County-Community College

Pima Community College Shippensburg University

Point Park College Sinte Gleska College

Prairie State College Slippery Rock .University

Purdue University, Calumet Southeastern Louisiana University

Purdue University, North Central Southern University.at New Orleans

Randolph Technical College SUNY Agricultural and Technical College

Regis College Tacoma.Community College 84 Richard Bland College of Terra Technical College The College of William and Mary Triton College

38 Troy State University Wayne General and Technical College/ The University of Akron Union College Western Michigan University University of California at Davis Williamsport Area Community College University of Dayton Windward Community College University of Evansville

University of Georgia

University of Missouri - Columbia

University of New Haven

University of New Mexico

University of Pittsburgh

University of Southwestern Louisiana

University of Tennessee at Martin

University of Texas, Austin

University of Texas, El Paso

University of Toledo, University Community and Technical College

University of Wisconsin - Eau-Claire

University of Wisconsin - La Crosse

University of Wisconsin - Waukesha

Vermont Technical College

85 TUTOR TRAINING

Amarillo College Murray State University

Anchorage Community College Niagara University

Appalachian State University Pennsylvania State University

Benedictine College Pima Community College

California State University, Long Beach Regis College

College of Lake County Saint Peter's College

Eastern Arizona College Saint Vincent College

Fort Steilacoom CommunityCollege Sampson Technical College

Garland County CommunityCollege Shippensburg University

Greenfield Community College Slippery Rock University

Harrisburg Area CommunityCollege Southern University atNew Orleans

Highline Community College Tacoma Community College

Kapiolani Community College Terra Technical College

Keystone Junior College Troy State University

La Salle University University of Californiaat Davis

'Lees College University of Dayton

Louisiana Tech University University of Evansville

Mansfield University 86 University of SouthwesternLouisiana lenneapolis Community Collegz University of Texas, Austin

40 University of Texas, El Pasc

University of Wisconsin - Eau-Claire

University of Wisconsin - Waukesha

Western Michigan University

Windward Community College

87 41 DEVELOPMENTAL COURSES

Special Notes: 1 - English

2- Mathematics

3 - Reading

Alabama Agricultural& Mechanical University Bloomfield College (1, (1) 2) 3) 2, 3)

Brescia College (1, 2, 3) Albany State College(1, 2, 3)

Burlington CountyCollege(1, 2, 3) Allentown College ofSt. Francis de Sales (1, 2, 3)

Butler County CommunityCollege (1, 2, 3)

Alvin CommunityCollege (1, 2, 3) California State University, Fullerton (1, 2, 3)

Amarillo College (1,2, 3) California State University,Long Beach (1, 2, 3) Anchorage CommunityCollege (1, 2, 3)

Cazenovia College (1, 2,3) Appalachian StateUniversity (1, 2, 3)

Central College (1, 2, 3) Armstrong State College (1,2, 3)

Chattanooga State Technical Asbury College (1, 3) Community College (1, 2, 3)

Auburn Universityat Montgomery (1, 2) Cincinnati Technical College(1, 2, 3)

Benedictine College (1, 3) Clinton Community College(1, 2, 3)

Berea College (1, 2, 3) College of Lake County(1, 2, 3)

Bergen Community College (1,2, 3) College of St. Thomas(1, 3)

Black Hills StateCollege (1, 2) Columbus College (1, 2, 3) 88

Community College of Vermont(1, 2, 3) 42 th - Lincoln Junior College/ iatchez Campus (1, 2, 3) Oeorgia Southwestern College (1, 2, 3) tll University (1, 2, 3) Glassboro State College (1, 2, 3) trland College (1, 2, 3) Glen Oaks Community College (1, 2, 3) trland Couity College (1, 2, 3) Gloucester County College (1, 2, 3) toga Community College (1, 2, 3) Golden Triangle Vocational Technical Center (1, 2, 3)

:a' Wesleyan University (1, 3) Grand Rapids Junior izalege (1, 2, 3) tdo Community College (1, 2, 3) Greater Hartford Community College (1, 3) t University (1, 2, 3) Greenfield Community College (1, 2, 3) trn Arizona College (1, 2, 3) Greenville Technical College (1, 2, 3) trn New Mexico University (1, 3) Guilford Technical Community College (1, 2, 3) trn New Mexico University, Roswell :1, 2, 3) Harrisburg Area Community College (1, 2, 3)

Hawaii Pacific College (1, 2, 3) Steilacoom Community College (1, 2, 3)

Hawkeye Technical Developmental Education mia State University College (1, 2, 3) Program (1, 2, 3) ter-Webb College (1, 2, 3) Henderson County Junior College (1, 2, 3) tnd County Community College (1, 2, 3) Highline Community College (1, 2, 3) tee Community College (1, 2, 3) Horry - Georgetown Technical College (1, 2, 3) le Corley Wallace State Community Howard University (2, 3) :ollege (1, 2, 3)

Indiana Vocational Technical College (1, 2, 3) ;ia Southern College (1, 2, 3)

43 91 na Vocational Technical College, erre Haute (1, 2, 3) Mitchell College (1, 2, 3)

Lakes. Community College (1, 2, 3) Mohawk Valley Community College(1, 2, 3)

Valley Community College District (1, 2, 3) Mount Wachusett Community College(1, 2, 3) onville State University (1, 2, 3). National College of Education(1, 2, 3) rson College (1, 2, 3) Niagara University (1, 2, 3) rspn Community College (1, 2, 3) North Carolina A & T StateUniversity (1, 2, 3) Wood Community College (1, 2, 3) Northeast Technical CommunityCollege lani Community College (1, 2, 3) (1, 2, 3)

State College (1, 2. 3) North Idaho College (1, 2, 3) saw CUlege (1, 2, 3) Northwest Missouri StateUniversity (1) cky Wesleyan Colile (1, 2, 3) Oberlin College (1, 2, 3) one Junior College (1, 2, 3) Ohio University (1, 2, 3) lle University (1, 2, 3) Paris Junior College (1,2, 3)

College (1, 2, 3) Pennsylvania State University(1, 2, 3) en B. Wallace State Junior College (1, 2, 3) Pennsylvania State University,Schuylkill Campus (1, 2, 3) ield University (1, 2, 3) Piedmont Technical College(1, 2, 3) r County Community College (1, 2, 3) Pima Community College (1,2, 3) apolis Community Collage (1, 2, 3) Point Park College (1:2, 3) ssippi Valley State University (1, 2, 3) Prairie State College (1, 2, 3) ula Vocational Technical Center (1, 2, 3) Purdue University, Calumet(1, 2, 3) 44 !due University, North Campus (1, 2, 3) Southeastern Louisiana University (1, 2, 3) idolph Technical College (1, 2, 3) Southern University, Junior Division (1, 2, 3)

;is College (1, 2, 3) Southern University at New Orleans (1, 2, 3)

!hard Bland College of The College of SUNY Agricultural and Technical College (1, 2, 3) Iilliam and Mary (1, 2)

Tacoma Community College (1, 2,3) :ks College (1, 3) Tallahassee Community College (1, 2, 3) ) Salado Community College (1, 2, 3) Terra Technical College (1, 2, 3) thester Institute of Technology (1, 2, 3) Trident Technical College (1, 2, 3) qcland Community College (1, 2, 3) Triton College (1, 2, 3) .nt Peter's College (1, 2, 3) Troy State University (1, 2, 3) int Vincent College (1, 2, 3) Union College (1, 2, 3) .t Lake Skills Center (1, 2, 3) University of California at Davis (1, 2, 3) limn Technical College (1, 2, 3) University of Dayton (1, 2, 3) t Diego State University (1, 3) University of Evansville (1, 3) ta Barbara City ..!ollege (1, 2, 3) University of Georgia (1, 2, 3) ta Fee Community College (1, 2, 3) University of Hartford (1, 2, 3) rannah State College (1, 2, 3) University of Hawaii, Manoa (1, 2, 3) tenectady County Community College (1, 2, 3) University of Missouri, Columbia (1, 2, 3) Tpensburg University (1, 2, 3) University of Missouri- Kansas City (3) te Gleska College (1, 2, 3) University of New Haven (1, 2, 3) Tpery Rock University (1, 2, 3)

45 University of New Mexico (1, 2, 3)

University of Pittsburgh (2, 3)

University of Southwestern Louisiana (1, 2, 3)

University of Tennessee at Martin (1, 2, 3)

University of Texas, Austin (1,.2, 3)

University of Texas, El Paso (1, 2, 3)

University of Toledo, University Community and Technical College (1, 2, 3)

University of Wisconsin Eau-Claire (1, 2, 3)

University of Wisconsin - La Crosse (2, 3)

University of Wisconsin - Waukesha (1, 2, 3)

University of Wisconsin - Whitewater (1, 2, 3)

Vermont Technical College (1, 2, 3)

Wayne General and Technical College/ The University of Akron (1, 2, 3)

Western Michigan University (1, 2, 3)

Williamsport Area Community College (1, 2, 3)

Windward Community College (1, 2, 3)

46 DEVELOPMENTAL LABS

Special Notes: 1 English

2 - Mathematics

3 - Reading

3) Alabama Agricultural & MechaniCal University California State University, Long Beach (1, 2,

(1, 2, 3) Cazenovia College (1, 2, 3)

Albany State College (1, 2, 3) Central College (1, 2, 3)

Alvin Community College (1, 2, 3) Chattanooga State Technical Community College

Amarillo College (1, 2, 3) (1, 2, 3)

Anchorage Community College (1, 2, 3) Cincinnati Technical College (1, 2, 3)

Appalachian State University (1, 2, 3) Clinton Community College (1, 2, 3)

Asbury College (1, 3) College of St, Mary (1, 2)

Benedictine College (1, 3) College of St. Thomas (1, 3)

Columbus College (1, 2, 3) Berea College (1, 3)

Bergen Community College (1, 2, 3) Copiah - Lincoln Junior College/Natchez Campus (1, 2, 3)

Black Hills State College (1, 2) Cornell University (1, 2, 3)

Brescia College (1, 2, 3) Cumberland College (1)

Burlington County College (1, 2, 3) Cumberland County College (1, 2, 3)

Butler County Community College(1, 2, 3) Delgado Community College (1, 2, 3)

California State University,Fullerton Drake University (1, 2, 3) (1; 2, 3)

97 47 ?Astern Arizona College (1, 2, 3) Highline CommuniLy College (1., 2, 3)

:Astern New Mexico University (1, 3) Horry - Georgetown TecLnical College (1, 2, 3)

,astern New Mexico University, Roswell Howard University (2, 3) (1, 2, 3)

Indiana Vocational Technical College (1, 2, 3) Fort Steilacoom Community College (1, 2, 3) Indiana Vocational Technical College, Terre ?redonia State University College (1, 2, 3) Haute (1, 2, 3)

;ardner-Webb College (1, 2, 3) Iowa Lakes Community College (1, 2, 3)

;enesee Community College (1, 2, 3) Jacksonville State University (1, 2, 3)

;eorgia Southwestern College (1, 2, 3) Jefferson College (1, 2, 3)

;lassboro State College (1, 2, 3) Jefferson Community College (1)

;len Oaks Community College (1, 2, 3) John Wood Community College (1, 2, 3) aoucester County College (1, 2, 3) Kapiolani Community College (1, 2, 3)

;olden Triangle Vocational Technical Center Kennesaw College (1, 2, 3) (1, 2, 3) Kentucky Wesleyan College (1) ;rand Rapids Junior College (1, 2, 3) Louisiana Tech University (1, 2, 3) ;reenfield Community College (1, 2, 3) Lurleen B. Wallace State Junior College (1, 2, 3) ;reenville Technical College (1) Mercer County Community College (1, 2, 3) ;uilford Technical Community College (1, 2, 3) Minneapolis Community College (1, 2) iarrisburg Area Community College Mississippi Valley State University (1,2,3) 100 (1, 2, 3)

Missoula Vocational Technical Center (1,2,3) ienderson County Junior College (1, 2, 3) 48 Murray State University (1, 2, 3) Saint Peter's College (1, 2,3)

National College of Education (1, 2,3) Sampson Technical College (1,2, 3)

Niagara University (1, 2, 3) Santa Barbara City College (1,2, 3)

North Carolina A & T State University (1, 2, 3) Santa Fe Community College (1,2, 3)

Northeast Technical Community College (1,2, 3) Savannah State College (1, 2,3)

Northwest Missouri Stote University (1) Southeastern Louisiana University(1, 2, 3)

Oberlin College (1, 2, 3) Southern University, JuniorDivision (1, 3)

Ohio University (1, 2, 3) Southern Universityat New Orleans (1, 2, 3)

Paris Junior College (1, 2, 3) SUNY Agricultural and TechnicalCollege (1, 2, 3)

Pennsylvania State University (1,2, 3) Tacoma Community College (1,2, 3)

Pennsylvania State University, Tallahassee Community College(1, 2, 3) Schuylkill Campus (1, 2, 3)

Terra Technical College (1, 2,3) Piedmont Technical College (1,2, 3)

Trident Technical College (1,2, 3) Pima Community College (1, 2, 3)

Troy State University (1, 2,3) Prairie State College (1)

University of Dayton (1, 2, 3) Regis College (1, 2, 3)

University of Evansville (1,3) Richard Bland College of TheCollege of William and Mary (1, 2) University of Georgia (1, 2,3)

Ricks College (1, 3) University of Missouri- Columbia (1, 2, 3)

Rio Salado Community College (1, 2, 3) . University of New Haven (11 2,3)

Rochester Institute of Technology (1,2, 3) University of New Mexico (1,2, 3)

Rockland Community College (1,2, 3) 49 University of Pittsburgh (2, 3)

University of Southwestern Louisiana (1, 2, 3)

University of Tennessee at Martin (1, 2, 3)

University of Texas, Austin (1, 2, 3)

University of Texas, El Paso (1, 2, 3)

University of Toledo, University Community and Technical College (1, 2, 3)

University of Wisconsin - Eau-Claire (1, 2, 3)

University of Wisconsin - La Crosse (3)

University of Wisconsin - Waukesha (1, 2, 3)

University of Wisconsin - Whitewater (1, 2, 3)

Vermont Technical College (1, 3)

Wayne General and Technical College/The University of Akron (1, 2, 3)

Western Michigan University (1, 2, 3)

Williamsport Area Community College (1, 2, 3) Windward Community College (1, 2, 3) 103

50 STUDY SKILLS

Alabama State College Clinton Community College

Allentown College of St. Francis de Sales College of St. Mary

Alvin Community College Columbus College

Amarillo College Community College of Vermont

Appalachian State University Cumberland College

Armstrong State College Dakota Wesleyan University

Asbury College Delgado Community College

Benedictine College Drake University

Bergen Community College Eastern New Mexico University

Black Hills State College Eastern New Mexico University, Roswell

3resc1a College Evangel College

Butler County Community College Fort Steilacoom Community College

California State University, Fullerton Fredonia State University College

California State University, Long Beach Genesee Community College

Cazenovia College Glassboro State College

Central College Glen Oaks Community College

Chattanooga State Technical Community College Gloucester County College

Cincinnati Technical College Grand Rapids Junior College Greenville Technical College Lurleen B. WallaceState Junior College

Guilford TechnicalCommunity College Mansfield University

Harrisburg Area CommunityCollege Minneapolis Community College

Henderson County Junior College Mississippi Valley StateUniversity

Highline Community College Missoula Vocational TechnicalCenter

Horry - Georgetown Technical College Mitchell College

Howard University Mohawk Valley Community College

Indiana Vocational TechnicalCollege Mount Wachusett Community College

Indiana Vocational Technical College, Murray State University Terre Haute

National College of Education Iowa Lakes Community College

North Carolina A & TState University Jacksonville StateUniversity

North Idaho College Jefferson College

Oberlin College Jefferson Community College

Ohio University John Wood Community College

Paris Junior College Kapiolani Community College

Piedmont Technical College Keystone Junior College

Pima Community College La Salle University

Purdue University, NorthCentral Lees College

Randolph Technical College Louisiana Tech University 105 Regis College 52 Richard Bland College of The College Triton College of William and Mary

Troy State University Ricks College

Union College Rio Salado Community College

University of California at Davis Rochester Institute of Technology

University of Dayton Rockland Community College

University of Evansville Saint Vincent College

University of Hartford Sampson Technical College

University of Hawaii, Manoa San Diego State University

University of Missouri Columbia Santa Barbara City College

University of Missouri- Kansas City Schenectady County Community College

University of New Haven Shippensburg University

University of New Mexico Sinte Gleska College

University of Pittsburgh Slippery Rock University

University of Southwestern Louisiana Southern University, Junior Division

University of Tennessee at Martin Southern University at New Orleans

University of Texas, Austin SUNY Agricultural and Technical College

University of Texas, El Paso Tacoma Community College

University of Toledo, University Community Tallahassee Community College and Technical College

Terra Technical College University of Wisconsin- Eau-Claire

Trident Technical College University of Wisconsin- La Crosse

106 University of Wisconsin- Waukesha

University of Wisconsin- Whitewater

Wayne General and Technical College The University of Akron

Western Michigan University

Williamsport Area Community College

107

54 COUNSELING

Special Notes: 1 - Academic

2 - Personal

3 - Career

4 - Social

Albany State College (1, 2, 3, 4) Chattanooga State Technical Community College

(1, 2)

Allentown College of St. Francis de Sales

(1, 2, 3, 4) Cincinnati Technical College (1, 2, 3, 4)

Alvin Community College (1, 2, 3, 4) Clinton Community College (1, 2, 3, 4)

Amarillo College (1, 2, 3, 4) College of St. Mary (1, 2, 3, 4)

Anchorage Community College (1, 2) College of St. Thomas (1)

Appalachian State University (1, 2, 3, 4) Community College of Vermont (1, 2)

Armstrong State College (1, 2, 3) Copiah - Lincoln Junior College/Natchez Campus

(1, 2, 3)

Benedictine College (1, 2, 3, 4)

Copiah Lincoln Junior College/Wesson Campus

Black Hills State College (1, 2, 3) (1, 2, 3)

Bloomfield College (1, 2) Cornell University (1, 2)

Brescia College (1, 2, 3, 4) Cumberland College (1, 2, 3, 4)

Burlington County College (1, 2, 3) Cumberland County College (3)

Butler Community College (3) Delgado Community College (1, 2)

Cazenovia College (1, 2, 3, 4) Drake University (1)

Central College (1, 2) Eastern Arizona College (1, 2, 3)

55 Eastern New Mexico University (1, 2, 3, 4) fiawaiiPacific College (1, 2).

Eastern New Mexico University, Roswell Hawkeye Technical Developmental Education Program (1, 2, 3, 4) (1, 2, 3, 4)

Fort Steilacoom Community College (1, 2, 3,4) Henderson County Junior College (1, 2)

Fredonia State University College (1, 2, 3,4) Highline Community College (1, 2, 3, 4)

Gardner-Webb College (1) Horry - Georgetown Technical College (1, 2,3,4)

Garland County Community College (1, 2,3) Howard University (1, 2)

Genesee Community College (1, 2, 3, 4) Indiana Vocational Technical College (1, 2,3,4)

George Corley Wallace State Community College Indiana Vocational Technical College, Terre Haute (1, 2, 3, 4) (1, 2, 3, 4)

Georgia Southwestern College (1, 2, 3, 4) Iowa Lakes Community College (1, 3)

Glassboro State College (1) Iowa Valley Community College District

(1, 2, 3, 4) Gloucester County College (1, 2, 3, 4)

Jacksonville State University (1) Golden Triangle Vocational Technical Center

(1, 2, 3, 4) Jefferson College (1, 2, 3, 4)

Grand Rapids Junior College (1, 2, 3, 4) Kapiolani Community College (1, 2)

Greater Hartford Community College (1, 2, 3) Keene State College (1)

Greenfield Community College (1, 2, 3, 4) Kennesaw College (1, 2, 3)

Greenville Technical College (1, 2, 3) Kentucky Wesleyan College (1, 2, 3, 4)

Guilford Technical Community College Keystone Junior College (1, 2) (1, 2, 3, 4)

La Salle University (1, 2, 3, 4) Harrisburg Area Community College (1, 2, 3, 4)

56 hes College (1, 2, 3, 4) Pennsylvania State University (1, 2, 4) cuisiana Tech University (1, 2, 3) Piedmont Technical College (1, 2, 3) urleen B. Wallace State Junior College Pima Community College (1, 2, 3, 4) (1, 2, 3, 4) Point Park College (1, 2, 3, 4) hnsfield University (1, 2, 3, 4) Purdue University, Calumet (1, 3) hrcer County Community College (1, 2, 3, 4) Purdue University, North Central (1, 2, 3, 4) Ississippi Valley State University (1) Randolph Technical College (1, 2) assoula Vocational Technical Center (1, 2, 3, 4) Regis College (1, 2) Itchell College (1) Richard Bland College of The College of bhawk Valley Community College (1, 2) William and Mary (1) bunt Wachusett Community College (1, 2, 3, 4) Rio Salado Community College (2,3)

[aray State University (1, 2, 3, 4) Rochester Institute of Technology (1, 2, 3, 4) htional College of Education (1) Rockland Community College (1, 2,3,4) dagara University (1, 2, 3,4). Saint Vincent College (1, 2, 3) brth Carolina A & T State University (1) Salt Lake Skills Center (1, 3) brtheast Technical Community College Sampson Technical College (1, 2,3,4) (1, 2, 3, 4) San Diego State University (1, 2) brthwest Missouri State University (1, 2, 3, 4)

Santa Barbara City College (1, 2,3) lberlin College (1, 2, 3, 4) Savannah State College (1, 2, 3) ado University (1, 2, 3, 4)

Shippensburg University (1, 2, 3,4) 'axis Junior College (1, 2, 3, 4)

57 113 Sinte Gleska College (1, 2, 3, 4) University of Na Haven (1, 2)

Slippery Rock University (1, 2, 3, 4) University of New Mexico (1, 2, 3, 4)

Southeastern Louisiana University (1, 2, 3, 4) University of Pittsburgh (1, 2, 3, 4)

Southern University, Junior Division (1,2, 3, 4) University of Southwestern Louisiana (1,2, 3, 4)

Southern University of New Orleans (1,2, 3, 4) University of Tennessee at Martin (1,2, 3, 4)

SUN? Agricultural and Technical College University of Texas, Austin (1, 2,3, 4) (1, 2, 3, 4)

University of Texas, El Paso (1, 2,3, 4) Tacoma Community College (1, 2, 3, 4)

University of Toledo, UniversityCommunity Tallahassee Community College (1, 2, 3) and Technical College (1, 2, 3, 4)

Terra Technical College (1) University of Wisconsin- Eau-Claire (1, 2, 3, 4)

Trident Technical College (1, 3) University of Wisconsin- La Crosse (1, 2, 3)

Triton College (1, 2, 3, 4) University of Wisconsin- Waukesha (1, 2, 3, 4)

Troy State University (1, 2, 3, 4) VermOnt Technical College (1,2, 3)

Union College (1, 2, 3, 4) Western Michigan University (1, 2,3, 4)

University of California at Davis (1, 2, 3, 4) Williamsport'Area Community College (1, 2, 3, 4)

University of Dayton (1, 2, 3, 4) Windward Community College (1, 2, 3, 4)

University of Evansville (1, 2, 3)

University of Georgia (1, 2, 3, 4)

University of Hartford (1, 2)

University of Hawaii, Manoa (1, 2, 3, 4)

58 ADVISEMENT

Albany State College ,Cumberland College

Allentown College of St. Francis de Sales Cumberland County College

,Alvin Community College Delgado Community College

,Amarillo College Eastern Arizona College

'Appalachian State University Eastern New Mexicollniversity

Benedictine College Eastern New Mexico University, Roswell

_Black Hills State College Grdner-Webb College

Cazenovia College Genesee Community College

'Chattanooga State Technical Community College George Corley' Wallace Community College

.Cincinnati Technical College Glassboro State College

,Clinton Community College Gloucester County College

,College of St. Mary Golden Triangle Vocational Technical Center

;Columbus College Grand Rapids Junior College

Community College of Vermont Greenfield Community College

'Copiah-Lincoln Junior College/Natchez Campus Greenville Technical College

Copiah-Lincoln Junior College/Wesson Campus Guilford Technical Community College

Cornell University Harrisburg Area Community College

11596 Henderson County Junior College Pennsylvania State University, Schuylkill Campus

Horry - Georgetown Technical College Piedmont Technical College

Indiana Vocational Technical College Pima Community College

Jacksonville State University ,Purdue University, North Central

Jefferson College Randolph Technical College

John Wood Community College Regis College

Keene State College Richard Bland College of The College of WilliaM and Mary Kennesaw College Rio Salado Community College Kentucky. Wesleyan College Rochester Institute of Technology Uuisiana Tech University Rockland Community College Lurleen B. Wallace State Junior College Saint Peter's College Mercer County Community College Saint Vincent College Minneapolis Community College Salt Lake Skills Center Niagara University Sampson Technical College North Carolina A & T State University San.Diego State University Northeast Technical Community College Santa Barbara City College Northwest Missouri State University Shippensburg University Oberlin College Sinte Gleska College Ohio University 117 Slippery Rock University :Paris Junior College 60 Southeastern Louisiana University University of Texas, El Paso

Southern University at New Orleans University of Toledo, University Community and Technical College SUNY Agricultural and Technical College

University of Wisconsin- Eau-Claire Tacoma Community College

University of Wisconsin- La Crosse Terra Technical College

University of Wisconsin- Waukesha Trident Technical College

Vermont Technical College Triton College

Western Michigan University Troy State University

Williamsport Area Community College Union College

Windward Community College University of California at Davi::

University of Dayton

University of Evansville

University of Hartford

University of New Haven

University of New Mexico

University of Pittsburgh

University of Southwestern Louisiana

University of Tennessee at Martin 118

University of Texas, Austin

61 COUNSELOR TRAINING

Anchorage CommunityCollege

Appalachian StateUniversity

Eastern Arizona College

Jacksonville StateUniversity

Lees College

"Mansfield University

'Oberlin College

Shippensburg University

Slippery Rock University PEER COUNSELING

Eastern Arizona College

Eastern New Mexico University, Roswell

Grand Rapids Junior College

Greenfield Community College

Missoula Vocational Technical Center

Oberlin College

Santa Barbara City College

Shippensburg University

Slippery Rock University

University of California at Davis

University of Dayton

University of Texas, Austin

University of Texas, El Paso

Western Michigan University

63 120 ESL

Amarillo College La Salle University

California State University, Fullerton .Mercer County Community College

California State University, Long Beach Minneapolis Community College

Cumberland County College Mohawk Valley Community College

Delgado Community College National College of Education

,Eastern Arizona College Northwest Missouri State University

Eastern New Mexico University, Roswell Paris Junior College

Fort Steilacoom Community College Pima Community College

Glen Oaks Cpmmunity College Prairie State College

Greater Hartford Community College Purdue University, North Central

Greenville Technical College Rio Salado Community College

, Harrisburg Area Community College Rochester Institute of Technology

*wall Pacific College Salt Lake Skills Center

Highline Community College Santa Barbara City College

:Indiana Vocational TechnicalCollege Southern University at New Orleans

.lacksonville State University SUNY Agricultural and Technical Colleger_

:.'lefferson Community College 121 Tcoma Community College

Aentucky Wesleyan College Triton College 64 Troy State University

University of Texas, Austin

University of Texas, El Paso

University of Wisconsin - Eau-Claire

University of Wisconsin - Waukesha

Western Michigan University LEARNING DISABLED

APIlarillo College Murray State University

HAppaladian State University Northeast Technical Community College lrescia College Ohio University

-'_Clinton Community College Pennsylvania State University

Columbus College Pima Community College lort Steilacoom Community College Prairie State College

Genesee Community College Purdue University, North Central

George Corley Wallace State Regis College Community College

Rochester Institute of Technology ,Greenfield Community College

Rockland Community College liawkeye Technical Developmental

'Education Program Salt Lake Skills Center jtighline Community College Sampson Technical College

Indiana Vocational Technical College Santa Barbara City College

Indiana Vocational Technical College, Southern University at New Orleans Terre Haute

SUNY Agricultural and Technical College. Iowa Lakes Community College Trident Technical College ,Iowa Valley Community College District Triton College Keene State College Troy State University 'Mitchell College 12 3 University of New Haven Mount Wachusetts Community College 66 University of Wisconsin - Eau-Claire

University of Wisconsin - La Crosse

University of Wisconsin - Waukesha

Wayne General and Technical College/The University of Akron

Western Michigan University

Windward Community College

12Y EVALUATION

Alabama Agricultural & Merlanical University California State University, Fullerton

Albany State College California State University, Long Beach

Allentown College of St. Francis de Sales Cazenovia College

Alvin Community College Central College

Amarillo College Chattanooga State Technical Community College

Anchorage Community College Cincinnati Technical College

Appalachian State University Clinton Community College

Armstrong State College College of Lake County

Asbury College College of St. Mary

Auburn University at Montgomery College of St. Thomas

Benedictine College Columbus College

Berea College Community College of Vermont

Bergen Community College Copiah- Lincoln Junior College/Natchez Campus

Black Hills State College Copiah - Lincoln Junior College/Wesson Campus

Bloomfield College Cornell University

Brescia College Cumberland College

Burlington County College Cumberland County College

Butler County Community College Cuyahoga Community College

68 Dakota Wesleyan University Greater Hartford Community College

Delgado Community College Greenfield Community College

Drake University Greenville Technical College

Eastern Arizona Collle Guilford Technical Community College

'Eastern New Mexico University Harrisburg Area Community College

Eastern NeW Mexico University, Roswell Hawaii Pacific College

Evangel College Hawkeye Technical Developmental Education Program

Fort Steilacoom Community College Henderson County Junior College

Fredonia State University College Highline Community College

Gardner-Webb College lorry - Georgetown Technical College

Garland County Community College Howard University

Genesee Community.College Indianallocational Technical College

George Corley Wallace. State CommunityCollege Indiana Vocational Technical College, TerreHaute

Georgia Southern College Iowa Lakes Community College

Georgia Southwestern College Iowa Valley Community College District

Glassboro State College Jacksonville State University

Glen Oaks Community College Jefferson College

Gloucester County College Jefferson Community.College

Golden Triangle Vocational Technical Center John Wood Community College

Grand Rapids Junior College Kapiolani Community College Keene State College Northeast Technical Community College

Kennesaw College North Idaho College

Kentucky Wesleyan College Northwest Missouri State University

Keystone Junior College Oberlin College

La Salle University Ohio University

Lees College Paris Junior College

Louisiana Tech University Pennsylvania State University

Lurleen B. Wallace State Junior College Pennsylvania State University, Schuylkill Campus

Mansfield University Piedmont Technical College

Mercer County Community College Pina Community College

Minneapolis Community College Point Park College

Mississippi Valley State University Prairie State College

Missoula Vbcational Technical Center Purdue University, Calumet .

Mitchell College Purdue University, North Central

Mohawk Valley Community.College Randolph Technical College

Mount Wachusett.Community College ,Regis College 4

Murray State University Richard Bland College of The College of

William and Mary

.National College of Education

Ricks College liagara University

Rio Salado Community College

North Carolina A & T State University 70 Rochester Institute of Technology Terra Technical College

Rockland Community College Trident Technical College

Saint Peter's College Triton College

Saint Vincent College Troy State University

Salt Lake Skills Center Union College

Sampson Technical College University of California at Davis

San Diego State University University of Dayton

Santa Barbara City College University of Evansville

Santa Fe Community College University of Georgia

Savannah State College University of Hartford

'Schenectady County CommunityCollege University of Hawaii, Manoa

Shippensburg University University of Missouri- Columbia

Sinte.Gleska College University of Missouri- Kansas City

Slippery Rock University University of New Haven

Southeastern Louisiana University University of New Mexico

Southern University, Junior Division University of Pittsburgh

Southern University at New Orleans University of Southern Louisiana

SUNY Agricultural and Technical College University of Tennessee at Martin

Tacoma Community College University of Texas, Austin

Tallahassee Community College University of Texas, El Paso

71 University of Toledo, University Community and Technical College

University of Wisconsin - Eau-Claire

University of Wisconsin - La Crosse

University of Wisconsin - Waukesha

University of Wisconsin - Whitewater

Vermont Technical College

Wayne General and Technical College/ The University of Akron

"Pstern Michigan University

Williamsport Area Community College

Windward Community College

132

72 FACULTY TRAINING

Albany State College Delgado Community College

Allentown College of St. Francis de Sales Eastern Arizona College

Alvin Community College Fort Steilacoom Community College

Amarillo College Garland County Community College

Anchorage Community College Genesee Community College

Appalachian State University Georgia Southwestern College

Armstrong State College Gloucester County College

Bloomfield College Golden Triangle Vocational Technical Center

Burlington County College Grand Rapids Junio.: College

California State University, Fullerton Greenfield Community College

California State Universdty, Long Beach Guilford Technical Community College

Clinton Community College Harrisburg Area Community College

College of Lake County Hawkeye Temical Developmental Education Program

College of St. Mary Henderson County Junior College

Columbus College Highline Community College

Community College of Vermont Horry - Georgetown Technical College

Copiah - Lincoln Junior College/Natchez Campus' Indiana Vocational Technical College

Copiah- Lincoln Junior College/Wesson Campus Jefferson College

134 Jefferson Community College Santa Fe Community College

Kennesaw College Shippensburg University

Keystone Junior College Sinte Gleska College

La Salle University Slippery Rock University

Lees College Southern University, Junior Division

Louisiana Tech University Southern University at New Orleans

Mercer County Community College Trident Technical College

Niagara University University of Dayton

.Northwest Missouri State University University of Southwestern Louisiana

Oberlin College University of Texas, Austin

Paris Junior College University of Texas, El Paso

Pennsylvania State University University of Wisconsin- Eau-Claire

Piedmont Technical College

Pima Community College

Regis College

Rio Salado Community College

Rochester Institute of Technology

Rockland Community College 135 Sampson Technical College

Santa Barbara City College

74 FINANCIAL AID

Albany State College La Salle University

-Allentown College of St. Francis de Sales Lurleen B. Wallace State Junior College

_Alvin Community College Mercer County Community College

Appalachian State University National College of Education

lirescia College Oberlin College

Cazenovia College Ohio University

Community College of Vermont Purdue University, North Central

Iredonia State University College Regis College

Garland County Community College Rio Salado Community College

George Corley Wallace State Community College Rochester Institute of Technology j .

Georgia Southern College Rockland Community College

%Greater Hartford Community College Sampson Technical College

Teenfield Community College Santa Barbara City College

,Harrieburg Area Community College Shippensburg University

awkeye Technical Developmental Sinte Gleska College Education Program Slippery Rock University orry-Georgetown Technical College Southern University at New Orleans acksonville State University Tacoma Community College eene State College 75

138 'Troy State University

'Union College

Ahliversity of California at Davis

:..University of Hawaii, Manoa

'University of Missouri - Columbia

.,tiniversity of Texas, El Paso

-Ainiversity of Wisconsin - Eau-Claire

University of Wisconsin - La Crosse

University of Wisconsin - Waukesha

,Western Michigan University

Windward Community College

137

76 INTERNATIONAL AND EXCHANGE

California State University, Fullerton

Cumberland County College

Rochester Institute of Technology

Santa Barbara City College

University of Evansville

Western Michigan University

77 138 CAI

Alabama Agricultural & Mechanical University Glen Oaks Community College

Alvin Community College Gloucester County College

Amarillo College Greenville Technical College

Anchorage Community College Harrisburg Area Community College

Appalachian State University Henderson County Junior College

Auburn University at Montgomery Howard University

Bergen Community College Indiana Vocational Technical College, Terre Haute

.Black Hills State College Jacksonville State University

California State University, Fullerton Jefferson College

California State University, Long Beach Jefferson Community College

Cazenovia College Keystone Junior College

Chattanooga State Technical Community College Lees College

Clinton Community College Lurleen B. Wallace State Junior College

Cumberland College Mount Wachusett Community College

Fredonia State University College National College of Education

George Corley Wallace State Community College Niagara University

Glassboro State College North Carolina A & T State University 140

139 78 f' Northeast Technical Community College Troy State University

North Idaho College University of New Haven

Paris Junior College University of Southwestern Louisiana

Pennsylvania State University, Schuylkill Campus University of Texas, Austin

.Pima Community College University of Texas, El Paso

Purdue University, North Central University of Wisconsin - La Crosse

Regis College University of Wisconsin- Whitewater

Ricks College Vermont Technical College

Rio Salado Community College Wayne General and Technical College/The University

of Akron Rochester Institute of Technology

Western Michigan University Rockland Community College

Saint Peter's College

Sampson Technical College

San Diego State University

Santa Barbara City College

Southeastern Louisiana University

Southern University, Junior Division

Tallahassee Community College

Trident Technical College

Triton College

142 141 A V SERVICES

Alvin Community College Mitchell College

Amarillo College Niagara University

Burlington County College Paris Junior College

California State University, Fullerton Regis College

California State University, Long Beach Saint Peter's College

Chattanooga State Technical Community College SUNY Agricultural and TechnicalCollege

Clinton Community College Trident Technical College

.Glen Oaks Community College Troy State University

Gloucester County College University of Southwestern Louisiana

Greenville Technical College Western Michigan University

Henderson County Junior College

Howard University

Jefferson College

Kapiolani Community College

Lurleen B. Wallace State Junior College

143 80 ALPHABETICAL LISTING BY INSTITUTION

Alabama Agricultural & Mechanical University Anchorage Community College Dr. Fran Johnson, NCC Joan M. Haig Lower Division Director, Developmental Studies/Learning Normal, Alabama 35762 Resources Division (205) 859-7011 2533 Providence Avenue Anchorage, Alaska 99508-4670 Albany State College (907) 263-1200 Rosa Tift Chairperson, Developmertal Studies Appalachian State University Albany Georgia 31705 Nancy Spann (912) 439-4095 Director, Learning Assistance Program Boone, North Carolina 28608 Allentown College of St. Francis de Sales (704) 262-2000 Margaret Bilheimer tdrector, Learning Center Armstrong State College ,Oenter Valley, Pennsylvania 18034 Dr. Evelyn B. Dandy (215) 282-1100 Head, Department of Developmental Studies 11935 Abercorn Street Alvin Community College Savannah, Georgia 31406-7197 Jo Bennett (912) 927-5211 Associate Dean of Students & Instructional Services Asbury College Developmental Program Beth Gardner 3110 Mustang Road Director, English Communications Lab Alvin, Texas 77511 Wilmore, Kentucky 40390 (713) 331-6111 (606) 858-3511

Amarillo College Auburn University tt Montgomery Dr. Kay Henard Robbie Jean Walker Access Division Chairman Director, Learning Center Post Office Box 447 Montgomery, Alabama 36193 Amarillo, Texas 79178 (205) 279-9110 ,(806) 376-5111

81 Benedictine College Burlington County College John R. Wolfe Dr. Rosemary Miller Director, Center for General Studies Chairperson, Division of Liberal Arts Atchisen, Kansas 66002 Pemberton-Browns Mills Road (913) 367-6110 Pemberton, New Jersey 08068

(609) 894-9311 Berea College

Robert M. Coughlin & Barbara Wade Butler County Community C, age

Ilrectors of Reading & Writing Center Mary Jo Grant Berea, Kentucky 40404 Coordinator, Center -or encr tcL, (606) 986-9341 Project Success

El Dorado, Kansas 67042 Bergen Community College (316) 321-5083 Mr, Thomas Della Torre

Dean of Humanities California State University, Fullerton 400 Paramus Road Ina Katz Paramus, New Jersey 07652 Coordinator, Learning AssistanceResource Center (201) 447-1500 Fullerton, California 92634

(714) 773-2011 Black Hills State College

Betty Andersen California State University, Long Beach Developmental Program Frank L. Christ Spearfish, South Dakota 57783 Learning Assistance Center Coordinator (605) 642-6111 Long Beach, California 90840

(213) 498-4121 Bloomfield College

William A. Sadler Cazenovia College Head, Division of Interdisciplinary Studies Margaret A. Pinet Director of Freshman Core Program Director, Learning Center Bloomfield, New Jersey 07003 Cazenovia, New York 13035 (201) 748-9000

(315) 655-3466 ,

Brescia College Central College DT, Ellen Dugan-Barrette Mildred Steele Director of Special Services Guided Studies Program 120 West Seventh Street Pella, Iowa 50219 Owensboro, Kentucky 42301 (515) 628-4151

(502) 685-3131 .

82 Chattanooga State Technical Community College College of St. Thomas

Dr. Herbert L. Hooper Dr, Joyce Pederson

Assistant Dean Director, Reading and Study Stills Center/

4501 Amnicola Highway Academic Development Program

Chattanooga, Tennessee 37406 2115 Summit Avenue

(615) .622-6262 St. Paul, Minnesota 55105

(612) 647-5000 Cincinnati Technical College

Tames Marcotte Columbus College

Director,,Developmental Education Thomas P. Loughman

3520 Central Parkway Assistant Professor of English Education

Cincinnati, Ohio 45223 Developmental Studies Department

(513) 559-1520 Columbus, Georgia 31993-2399

(404) 568-2011 Clinton Community College

Marilyn Lyons Community College of Vermont

Chairperson, Developmental Studies Roger C. Cranse

1000 Lincoln Boulevard Director, Special Services Program

Clinton, Iowa 52732 118 Main Street

(319) 242-6841 Monpelier, Vermont 05602

(802) 229-9490 College of Lake County

Carol Bulakowski Copiah - Lincoln Junior College, Natchez Campus

Director, Learning Assistance Center James Haber

19351 West Washington Street Director, Special Services/LEAP Program

Grayslake, Illinois 60030 Natchez Campus

(312) 223-6601 Natchez, Mississippi 39120

(601) 442-9111 College of Saint Mary

Sherry M. Reid Copiah - Lincoln Junior College, Wesson Campus

Director, Skills Development Center Dr. Corinne W. Anderson

1901 South 72 Street Coordinator, Developmental Studies/LEAP Program

Omaha, Nebraska 68124 Wesson, Mississippi 39191

(402) 393-8800 (601) 643-5101

148 149 Cornell University Delgado Community College Dr. William Collins Elloyse M. Garthwaite

Director; Learning Skills Center Chairman 375 Olin Hall Deborah G. Dun Ithaca, New York 14853 Facilitator (607) 256-1000 AVT Center, Developmental Studies Division

501 City Park Avenue Cumberland College New Orleans, Louisiana 70119-4399 John and Shirley Nelson (504) 483-4114 Director, Developmental Studies

Williamsburg, Kentucky 40769 Drake University (606) 549-2200 Stephen C. Schodde

Director, student Development Services Cumberland County College DesMoines, Iowa 50311 Shirley Kewish (515) 271-2011 Coordinator, Basic Studies

Post Office Box 517 Eastern Arizona College

Nineland, New Jersey 08360-0517 Hal Herbert (609) 691-8600 Developmental Education Specialist

626 Church Street Cuyahoga Community College Thatcher, Arizona 85552 Dr. Carolyn Leitman (602) 428-1133 Director, Developmental Education

Eastern Campus Eastern New Mexico University

4250 Richmond Road Dick Walsh Warrensville Township, Ohio 44122 Associate Vice President of Student Affairs (216) 241-5966 Portales, New Mexico 88130

(505) 562-2121 Dakota Wesleyan University

Gloria Smith Eastern New Mexico University, Roswell

Assistant Professor/English & German Antonio Macias , Developmental Skills Program University Skills, Adult Basic Education 1200 West University Avenue Roswell, New Mexico 88201 Mitchell, South Dakota 57301 (505) 347-5441 (605) 996-6511

151 84 Evangel College George Corley Wallace State Community College

Ellie Syler Efell Williams

Coordinator, Learninglkills Center Director, Academic Assistance Program

1111 North Glenstone Selma, Alabama 36701

Springfield, Missouri 65802 (205) 875-2634 (417) 865-2811

Georgia Southern College

Fort Steilacoom Community College Harry S. Carter

Dr. Ellen R. Smith Vice President for Academic Affairs

Vocational/Basic Skills Coordinator Lundrum Box 8022

9401 Far West Drive, S. W. Statesboro, Georgia 30460-8022

Tacoma, Washington 98498 (912) 681-5600 (206) 964-6500

Georgia Southwestern College

Fredonia State University College Ondee Raven

Dr. Minda Rae Amiran Department of Developmental Studies

Dean for Special Programs & General Studies Americus, Georgia 31709

Fredonia, New York 14063 (912) 928-1279 (716) 673-3111

Glassboro State College

Gardner-Webb College Dr. S. Claude Damico Dr. John R. Drayer Director, Developmental Education Program

Vice President for Academic Affairs Glassboro, New Jersey 08028

Boiling Springs, North Carolina 28017 (609) 445-5000 (704) 434-2361

Glen Oaks Community College

Garland County Community College Dennis McCarthy

Charlotte Hobgood Dean of Community Services

Director, Special Service's 62249 Shimmel Road

Mid America Park Centerville,.Michigan 49032-9719 Hot Springs, Arizona 71901 (616) 467-9945 , (501) 767-9371

Gloucester County College

Genesee Community College Charles Harkins

Carl M. Wahlstrom Sewell, New Jersey 08080

Intermediate Studies Program (609) 468-5000 College Road

Batavia, New York.14020

(716) 343-0055

85 153 1 2 Golden Triangle Vocational-Technical Center Harrisburg Area Community College Deborah B. Pullen Willie G. Woods Vocational Individualized Developmental System Director, Academic Foundations Program Post Office Box 789 3300 Cameron Street Road Columbus, Mississippi 39703 Harrisburg, Pennsylvania 17110-2999

(601) 327-1112 (717) 236-9533

Grand Rapids Junior College Hawaii Pacific College Dr. Pat Pulliam Janet Leister Special Assistant to the President Developmental Education Coordinator& 143 Bostwick, N.E. Assistant Dean Grand Rapids, Michigan 49503 1165 Bethel Street (616) 456-4895 Honolulu, Hawaii 96813

(808) 521-8061 Greater Hartford Community College

Diane Freenan-Lindsay Hawkeye Technical Developnental EducationProgram 61 Woodland Street Regena Peters Hartford, Connecticut 06105 Waterloo, Iowa 50704 (203) 549-4200 (319) 296-2320

Greenfield Conmunity College Henderson County Junior College DT, Garrett McAuliffe Charlotte Phillips Director, Learning Assistance Programs Developmental Studies Coordinator

Greenfield, Massachusetts 01301 Athens, Texas 75751

(413) 774-3131 (214) 675-2400

Greenville Technical College Highline Community College

Lyla Haggard Pam Arsenault Dean, Adult Education Diliision Coordinator, Developmental StudiesDepartment Post Office Box 5616, Station B Midway, Washington 98032-0424

Greenville, South Carolina 29606-5616 (206) 878-3710 (803) 242-3170

Horry - Georgetown Technical College

Guilford Technical Community College' Orlis Jayroe Janie P. Stilling Division Chairman, Learning SuccessCenter Coordinator, Developmental Services Post Office Box 1966 Post Office Box 309 Conway, South Carolina 29526

Jamestown, North arolina 27282 (803) 347-3186 (919) 292-1101

1 4 86 155 Howard University Jefferson College Imogene G. Robinson Tom Burke Director, Center for Academic Reinforcement Coordinator, Learning Center North Washington, D.C. 20059 Lois Boehm (202) 636-6040 Chairperson, Main Campus Hillsboro, Missouri 63050 Indiana Vocational Technical College (314) 942-3000 W. Michael Clippinger Department Head, Developmental & General Education Jefferson Community College 1315 East Washington Street Nancy L. Hoover Indianapolis, Indiana 46202 Coordinator, Reading/Study Skills (317) 635-6100 109 East Broadway Louisville; Kentucky 40202 Indiana Vocational Technical College (502) 584-0181 George Amies Reading Program John Wood Community College 7377 South Dixie Bee Road Charles A. Clark III Terre Haute, Indiana 47802 Coordinator, Open IA,arning Programs 12) 299-1121 150 South 48 Street Quincy, Illinois 62301 Iowa Lakes Community College (217) 224-6500 Ray Wiegert & Ellen Van Driel 19 South Seventh Street Kapiolani ',Immunity CAlege Box 415 James Jeffryes Estherville, Iowa 51334 Assistant Dean of Instruction ,(712) 362-2601 Irena Levy Coordinator of Studert Development Iowa Valley Community College District Assessment Program William Martin Building 853-620 Pensacola Street :Director Honolulu, Hawaii 96814 Career Development Center (808) 531-4654 3700 South Center Marshalltown, Iowa 50158 Keene State College (515) 752-4643 Susan Monroe Nugent Coordinator, English ComPosition Jacksonville State University John McKusick Dr. Claudia McDade Special Services ICenter for Individualized Instruction Keene, New Hampshire 03431 _Jacksonville, Alabama 36265 (603) 352-1909 (205) 435-9820 87

156 Kennesaw College Lurleen B. Wallace State Junior College Mary Loghby Marilyn Center Chair, Developmental StudiesDepartment Andalusia, Alabama 36420 Marietta, Georgia 30061 (205) 222-6591 (404) 422-8770

Mansfield University Kentucky Wesleyan College David H. Russell Ann Pollio Director, Learning Resources Center/ Director, Plus Center Special Programs 3000 Frederica Street Mansfield, Pennsylvania 16933 Owensboro, Kentucky 42301 (717) 662-2114 (502) 926-3111

Mercer County Community College Keystone Junior College Al Porter Marion J. Thier Chairman, Instructional ResourcesDivision Developmental Education Program Post Office Box B La Plume, Pennsylvania 18440 Trenton, New Jersey 08690 (717) 945-5141 (609) 586-4800

La Salle University Minneapolis Community College Elizabeth W. Flynn Lois Bollman, Coordinator Director, Academic Discovery Program Learning Assistance Center Philadelphia, Pennsylvania 19141 1501 Hennepin Avenue (215) 951-1000 Minneapolis, Minnesota 55403-1779 (612) 341-7000 Lees College

Peggy Payne Mississippi Valley State University Chairperson, Special Services Division Dr. Dorothy Smith Jackson, Kentucky 41339 Academic Skills Parlor (606) 666-7521 Post Office Box 247

Itta Bena, Mississippi 38941 Louisiana Tech University (601) 254-9041 Dr. Ruth Ellen Hanna

Director, Developmental Education Missoula Vocational TechnicalCenter Post Office Box 3178 Bruce E. Blattner Ruston, Louisiana 71272-0001 Chairperson, General EducationDepartment (318) 257-0211 909 South Avenue West

Missoula, Montana 59801

(406) 721-1330 157 88 Mitchell College North Carolina A & T State University Joan McGuire Dr. Alfonso Gore 'Learning 'Disabilities Support Program Director, Learning Assistance Center 'New London, Connecticut 06320 Greensboro, North Carolina 27411 (203) 443-2811 (919) 379-7500

Mohawk Valley Community College Northeast Technical Community College 'Kathleen Maxwell Bernstein Post Office Box 469 'Acting Department Head, Developmental Studies Norfolk, Nebraska 68701 1101 Sherman Drive (308) 371-2020 Utica, New York 13501-5394 (315) 797-6677 North Idaho College Sheila Hohmah Mount Wachusett Community College Developmental Education Coordinator Jan E. Siskind 1000 West Garden Avenue Director, Special Services for Disadvantaged Students Coeur d'Alene, Idaho 83814 Gardner, Massachusetts 01440 (208) 667-7422 .(617) 632-6600 Northwest Missouri State University 'Murray State University Drs. Rose Ann Wallace & Karen U. Fulton Peggy Phelan, Coordinator Maryville, Missouri 64468 'Learning Center (816) 785-4000 Murray Kentucky 42071-3309 (502) 762-3011 Oberlin College Robert J. Panos National College of Education Assistant Dean, Developmental Services Carol Eckermann Oberlin, Ohio 44074 Director, Communications Skills Lab (216) 775-8121 2840 Sheridan Road Evanston, Illinois 60201 Ohio University (312) 256-5150 Carolyn Henderson, Director, Academic Advancement Center liiagara University Athens, Ohio 45701 ,June J. Crawford, Director (614) 594-5511 :Niagara University Learning Center Niagara University, New York 14109 .(716) 285-1212 Paris Junior College Prairie State College Mary Hansen Dr. Juanita P. Butler Director, Learning Skills Coordinator, Developmental Education 2400 Clarksville Street Chicago Heights, Illinois 60411 Paris, Texas 75460 (312) 756-3110 (214).785-7661

Purdue University, Calumet Pennsylvania State University H. Rose Adesiyan ,Dr. JoAnne Thomas Vannin Assistant Dean, School of General Studies Director, Developmental Year Program/ Hammond, Indiana 46323 Learning Assistance Center (219) 844-0520 208 Boucke Building

University Park, Pennsylvania 16802 Purdue University, North Central (814) 865-4700 Patricia A. Carlisle Director, Special Services Pennsylvania State University, Schuylkill Campus Westville, Indiana 46391 Nancy Stumhofer (219) 785-2541 LOFT Coordinator

State Highway Randolph Technical College Schuylkill Haven, Pennsylvania 17972 Rebekah H. Megereau (717) 385-4500 Director, Special Services Post Office Box 1009 Piedmont Technical College Asheboro, North Carolina 27203 Jane T. Rauton (919) 629-1471 Director, Developmental Studies Emerald Road, Drawer 1467 Regis College Greenwood, South Carolina 29648 Dr. Carla Clements (803) 223-8357 Director, Regis Learning Center West 50 Avenue & Lowell Boulevard Pima Community College Denver, Colorado 80221-1099 Carol Pearse (303) 458-4100 Director, Alternative Learning Center 50 West Speedway, Box 5027 Richard Bland College of The College of Tucson, Arizona 85703 William and Mary (602) 884-6666 Dr. Timothy J. Evans Developmental Education Program Point Park College Petersburg, Virginia 23803 Dr. Vincenne Revilla, Director, P.A.S. (804) 732-0111 Pittsburgh, Pennsylvania 15222 (412) 391-4100 Ricks College Salt Lake Skills Center Karl L. Edwards LuAnn Poulsen, Director

Director, Learning Assistance Labs 431 South 600 East Rexburg, Idaho 83440 Salt Lake City, Utah 84102 (208) 356-2011 (801) 531-9310, Ext. 402

Rio Salado Community College Sampson Technical College Mary I. Johnson William E. Loflin Associate Dean, Adult and Developmental Education Director, Instructional Support Center 135 North,2 Avenue Post Office Drawer 318 Phoenix, Arizona 85003 Clinton, North Carolina 28328

(602) 275-7881 (919) 592-8081

Rochester Institute of Technology San Diego State University

Dr. Paul R. Kazmierski Gus Chavez Assistant Vice President Director, Educational Opportunity Program Student Academic Development Bruce Keitel Post Office Box 9887 Academic Services Coordinator, EOP Rochester, New York 14623 San Diego, California 92182

(716) 475-2411 (619) 265-6871

Rockland Community College Santa Barbara City College Dr. Margaret Martin Elaine L. Cohen Coordinator, College Skills Director, Reading/Study Skills 145 College Road Santa Barbara, California 93109-9990 Suffern, New York 10901 (805) 965-0581 (914) 356-4650

Santa Fe Community College

Saint Peter's College Pat Smittle Dr. Patricia A. Sullivan Chairman, Learning Lab & Developmental Studies

Associate Academic Dean Post Office Box 1530 2641 Kennedy Boulevard Gainesville, Florida 32602 Jersey City, New Jersey 07306 (904) 377-5161 (201) 333-4400

Savannah state College

Saint Vincent College Rosalie F. Pazant Janet James Acting Director, Department of Special Studies Director, Opportunity SVC Savannah, Georgia 31404

Latrobe, Pennsylvania 15650-2690 (912) 356-2240 (412) 539-9761 91 Schenectady County Community College Southern University at New Orleans

Mary Jane Dike, Coordinator Deborah B. Smith

Developmental Studies Unit Director, Developmental Studies

78 Washington Avenue 6400 Press Drive

Schenectady, New York 12303 New Orleans, Louisiana 70126

(518), 346-6211 (504) 282-4401

Shippensburg University SUNY Agriculture & Technical College

,Elnetta Jones, Dean Grace Barton, Director

Special Academic Programs Center for Developmental Studies and E.O.P.

Shippensburg, Pennsylvania 17257 Alfred, New York 14802

(717) 532-9121 (607) 871-6111

Sinte Ueska College Tacoma Community College

Dennis Gaspar Richard Spangler

Director, Study Skills Program Chairman, Learning Services

Post Office Box 490 5900 South 12 Street

Rosebud Sioux Reservation Tacoma, Washington 98465

Rosebud, South Dakota 57570 (206) 756-5100 (605) 747-2263

Tallahassee Community College

Slippery Rock University Bertha Murray

Dr. Champ R. Storch, Chairperson College Preparatory Coordinator

Academic Support Services Department 444 Appleyard Drive

Slippery Rock, Pennsylvania 16057-9989 Tallahassee, Florida 32301-8170

(412) 794-2510 (904) 576-5181

Southeastern Louisiana University Terra Technical College

Dr. Clara Robertson Robert H. Miller, Coordinator

Director, Developmental Education Developmental Education Program

University Station 1220 Cedar Street

Hammond, Louisiana 70402 Freemont, Ohio 43420

(504) 549-2000 (419) 334-3886

Southern University, Junior Division Trident Technical College

Juanita B. Robinsen Betty Dauchert

Dean, Developmental Education Department Chairman, Developmental Studies

Southern Branch Post Office Post Office Box 10367

163 Baton Rouge, Louisiana 70813 Charleston, South Carolina 29411

(504) 771-4500 (803) 572-6111 92 Triton College University of Georgia Dr. Sunel Chand Dr. Leroy Ervin, Director Assistant Dean Division of Developmental Studies S6lool of Arts and Sciences 106 Clark Howell Hall 2000 Fifth Avenue Athens, Georgia 30602 River Grove, Illinois 60171 (404) 542-3030 (3).2) 456-0300

University of Hartford Troy State University Arthur H. Auten Jimmy W, Holley, Director Dean, College of Basic Studies Center for Developmental Education West Hartford, Connecticut 06117-0395 Suite 227, Adams Center (203) 243-4100 Troy, Alabama 36082

(205) 566-3000 University of Hawaii, Manoa

Ely Meyerson Union College Director of Student Services Janet Tarry Bill Chambers Director of Special Programs Director, College Opportunities Program CPO Box 454 1631 Correa Road

Barbourville, Kentucky 40906 Honolulu, Hawaii 96822 (606) 546-4151 (808) 948-7837

University of California, Davis University of Missouri- Columbia Virginia Martucci Bonnie Lelenak Director, Learning Skills Center Director, Learning Center Davis, California 95616 304 Watson Place (916) 752-1011 Columbia, Missouri 65211

(314) 882-2121 University of Dayton

Suzanne W. Soled University.of Missouri- Kansas City Director, Learning Assistance Center May Garland 300 College Park Learning Resource Specialist Dayton, Ohio 45469-0001 5100 Rockhill Road (513) 229-0123 Kansas City, Missouri 64110

(816) 276-1000 University of Evansville

Marty Brownlie

Academic Support

Evansville, Indiana 47702

(812) 477-6241 93 166 University of New Haven University of Texas, El Paso Nancy Rabianski.Carriuolo Dr. Nancy V. Wood Assistant Provost Director, Study Skills & TutorialServices West Haven, Connecticut 06516 El Paso, Texas (203) 934-6321 (915) 747-5000

University of New Mexico University of Toledo, UniversityCommunity DT, Susan Deese and Technical College Director, University SkillsCenter Dr. Karen Miller Albuquerque, New Mexico 87131 Director, Developmental Education (505) 277-0111 2801 West Bancroft Street

Toledo, Ohio 43606 University of Pittsburgh (419) 53772072 Georgine Haterniak

Coordinator, Learning SkillsCenter University of Wisconsin- Eau Clail 130 William Pitt Union Ann Lapp, Director ,Pittsburgh, Pennsylvania 15260 Special Services Project (412) 624-4141 Eau Claire, Wisconsin 54701

(715) 836-2637 The University of SouthwesternLouisiana James A. Caillier University of Wisconsin- La Crosse Dean, College of General Studies Dr. H. Laury LePage Lafayette, Louisiana 70504 Directot, Academic Skills Center (318) 264-6000 La Crosse, Wisconsin 54601

(608) 785-8000 University of Tennesseaat Martin

Polly Glover,Coordinator,of Student Learning Center University of Wisconsin- Waukesha Rayna S. CooPer, Coordinator of Reading Center Janet Brown Martin, Tennessee 38238 Director, Learning Lab (901) 587-7855 Waukesha, Wisconsin 53186-1628 (414) 544-8825 University of Texas, Austin

Pat Heard University of Wisconsin- Whitewater Coordinator, Learning SkillsCenter Elmer G. Redford, Director A332 Jester Developmental Studies/LenrningSkills Center Austin, Texas 78784 Whitewater, Wisconsin 5390 (512) 471-3434 (414) 472-1027 Dr. Claire Weinstein

Cognitive Learning StrategiesProject (512) 471-3434 168 94 Vermont Technical College Harry R. Miller Academic Dean, Program Director Randolph Center, Vermont 05061 (802) 728-3391

Wayne General and Technical College/ The University of Akron Julia Beyeler Coordinator, Learning Center 10470 Smucker Road Orrville, Ohio 44667 (216) 683-2010

Western Michigan University Karen LaRoe Director, Academic Skills Center Kalamazoo, Michigan 49008-3899 (616) 383-1600

Williamsport Area Community College R. Dean Foster Director, Developmental Studies/ACT101 1005 West Third Street Williamsport, Pennsylvania 17701-5799 (717) 326-3761

Windward Community College Auleen Yim Coordinator, Learning Assistance Center 45-720 Keeahala Road Kaneohe, Hawaii 96744 (808) 235-0077

169 STATE INFORMATION COORDINATORS

ALABAMA CALIFORNIA

Jimmy Holley Tina Bishop Director for Developmental Education Learning Disabilities Specialist Troy State University Lassen College Suite 228, Adams Center Susanville, CA '6130 Troy, AL 36082 (916) 257-6181 (205) 366-3000 Ext. 210 COLORADO ALASKA Bill Richards Becky Patterson Director, Developmental Studies Reading and Study Skills Instructor Denver Auraria Community College Anchorage Community College 111 West Colfax, Box 600 2533 Providence Drive Denver, CO 80204 Anchorage, AK 99508 (303) 556-8455 (907). 786-1161 CONNECTICUT ARIZONA Nancy Rabianski-Carriuolo Carol Pearse Assistant Provost Director, Alternative Learning Center University of New Haven Pima Community College 300 Orange Avenue 50 West Speedway, Box .5027 West Haven, CT 06516 Tucson, AZ 85703 (602) 884-6548 DELAWARE

ARKANSAS Lois Thomas Johnson Delaware Technical & Community College Nina Abernathy 333 Shipley Street Skills Laboratory Wilmington, DE 19708 Westark Community College (302) 571-5337 Ft. Smith, AR 72913 (501) 785-4241:Ext. 266

170 DISTRICT OF COLUMBIA ILLINOIS

Patricia Seifu Jerry Weber Coordinator of DevelopmentalEducation Director, Learning Center ".Iversity of the District ofColumlliA John Wood Community Collrn wnnecticut Avenue, N.W. 38-16 150 South 48th Street hington, DC 20009 Quincy, IL 6n01 (202) 292-7977 (217) 224-6500

FLORIDA INDIANA Mr. Bob Hackworth Marty Brownlie Mathematics Department

St. Petersburg Junior College Counselor, Study Skills Lab University of Evansville Clearwater, FL 33515 P. 0. Box 329 (813) 442-7760 Evansville, IN 47702

GEORGIA (812) 479-2373

Patricia York IOWA Chairperson of Developmental Studies Jane Pitz DeKalb Comounity College

3251 Panthersville Road Chairperson, Learning Center Des Moines Community College Decatur, GA 30034 2006 South Ankeny Boulevard (404) 243-3860 Ankeny, IA 50021

HAWAII (515) 964-6595

Aileen Tsuji Yim KANSAS Coordinator, Learning Skills Lab Mary Jo Grant Windward Community College

45=720 Keeahala Road Coordinator, Center for Independent Study

Kanoehe, HI 96744 Butler County Community College

(808) 235-0077 El Dorado, KS 67042 (316) 321-5083 Ext, 164

IDAHO KENTUCKY Karen Thomas Jackie Betts Assistant Professor, English Department

Boise State University Coordinator, Writing Lab Berea College 1910 University Drive CPO 67 Boice, ID 83725 Berea, KY 40404 171 (208) 385-1215 (606) 986-9341 97 LOUISIANA MICHIGAN

Dr. Henry A. Young Dr, Verona Morton

Director, Communications Skills P. O. Box 793

Southern University College Park Station P. 0, Box 11406 Detroit, MI 48221

Baton Rouge, LA 70813 (313) 252-0 (504) 771-4300

MINNESOTA

Lois Boni=

iWert Twlin Learning Assistance Center

Directu arnirig Ascistance Systems Minneapolis Community College Division of Basic Studies 1501 Ylnnipin

University of Southern Maine Min: olis, MN 55403

96 Falmouth Street (61 Portland, ME 04103

(207) 780-4470. MISSISSIPPI

Dr. Corinne Anderson MARYLAND Reading Instructor

john Van Brunt Copiah-Lincoln Junior College

Director, Reading and Study Skills Wesson, MI 39191

Counseling Center (601) 643-5101 University of Maryland

College Park, MD 20742 MISSOURI (301) 454-4785 Dr. Edith Young

MASSAMSETTS Associate Professor, School of Education University of Missouri- St. Iouis

Dr. Kevin Lyons 265 Marillac Hall

Director, Learning Resource for St. Louis,,MO 63121

Student Athletes . (314) 553-5944 Boston College

Chestnut Hill, MA 02167 MONTANA (17) 552-8533 Mary Pohl

Director, Math Learning Center

Montana State University

Bozeman, MT 59717

(406) 994-3601 NEBRASKA NEW YORK

Kathryn Fowler June Crawford Coordinator, Learning Center Director, Learning Center York College Niagara University 800 East Seventh Street Niagara University, NY 14109 York, NE 68467 (716) 285-1212 (402) 362-4441 Ext. 295 NORTH CAROLINA NEVADA Dr. Martha Hickey Rick Riendeau Dean of SD/IS Developmental English Instructor Guilford Technical Institute Western Nevada Community College Jamestown, NC 27282 2201 Nye Lane (919) 292-1101 Carson City, NV 89701 (702) 887-3043 NORTH DAKOTA

NEW HAMPSHIRE Heather Huseby Coordinator, Learning Services Susan Monroe Nugent University of North Dakota Assistant Professor of English Box 8112, University Station Parker Hall Grand Forks, ND 58202 Keene State College (701) 777-4406 Keene, NH 03431 (603) 352-1909 Ext. 288 OHIO

NEW JERSEY John Elder Charles H. Harkins Chairperson Coordinator, Humanities/Communications Sinclair Community College Gloucester County College 444 West Third Street Tanyard Road Dayton, OH 45402 Sewell, NJ 08080 (513) 266-2701 (609 468-5000 OKLAHOMA NEW MEXICO Dr. Suzanne Murphy Dr. Susan Deese 175 Coordinator Director, Skills Center Rose State College Zimmerman Library 6420 S.E. 15th Street University of New Mexico Midwest City, OK 73110 Albuquerque, NM 88003 (405) 773-7319 (505) 277-7208 99 OREGON SOUTH DAKOTA

Bonnie Orr Sherry West Director, ABE National College Central Oregon Community College 321 Kansas City N, W. College Way Rapid City, SD 57701 Bend, OR 97702 (605) 394-4800 (503) 382-6112 TENNESSEE PENNSYLVANIA Dorothy Jenkins Georgine Materniak Chairperson, Division IV Coordinator, Learning Skills Center Cumberland College University of Pittsburgh Lebanon, TN 37087 311 William Pitt Union (615) 444-2562 Ext. 249 Pittsburgh, PA 15260 (412) 624-5481 TEXAS

Rob O. Mills RHODE ISLAND Director, Special Services Dr. D'Anne Hammond Amarillo College Humanities Division Box 441 Barrington College Amarillo, TX 79178 Middle Highway (806)371-5000 Barrington, RI 02806 (401) 246-1200 Ext. 240 UTAH

Dr. Wayne Herlin SOUTH CAROLINA Professor Curtis Miles Brigham Young University Dean, Educational Development and Support 115 SWKT, BYU Piedmont Technical College Provo, UT 84602 P. 0. Drawer 1467 (801) 378-6857 Greenwood, SC 29646 (803) 223-8357 VERMONT WISCONSIN

Brent Sargent Dr. H. Laury LePage Coordinator, Assessment Services Director, Academic Skills Center Office of External Programs University of Wisconsin, LaCrosse Vermont State Collev Wilder Hall Box 34 LaCrosse, WI 54601 Waterburg, VT 05676 (608) 785-8535 (802) 241-3522

VIRGINIA

Carolyn Reynolds Coordinator, Learning Assistance Labs Mountain Empire College Drawer 700 Big Stone Gap, VA 24219 (703) 523-2400

WASHINGTON

Dr. Alen Torgerson Coordinator, Learning Assistance Support System Highline Community College Midway, WA 98032 (206) 878-3710

WEST VIRGINIA

Marty French Coordinator, Foundations Program Fairmount State College Fairmount, WV 26554 (304) 367-4299 (304) 296-8007

177 SAMPLE LEGISLATION BY STATE

Our collection of state legislation and differentiated roles of community colleges, four- policy pertaining to developmental education is year colleges and universities. There may be somewhat scant. Clearly the paucity of infor- emerging a trend to regard developmentalprograms mation is partly the result of the informal as the exclusive responsibility of public schools methods used to collect this material whichwere and the two-year colleges, accompaniedby a long heavily dependent upon impoeng on the time and range plan to eliminate developmental and resources of State Information Coordinators. remedial services from the four-yearinstitutions. Another significant factor, however, in the absence of information from many states, is that Although confining developmental education often the unique concerns of developmental edu- to the role of community colleges reflects sound cation are neither directlynor inferentially economic advantages, this action failsto account addressed in state legislation or policies. for the benefits of comprehensive developmental

programs which reach beyond basic skills It is hoped that the documentation pro- remediation. Not only does this approach ignore vided in this section will be usefulto develop- the support services appropriateto students at mental educators in their advocacy forsupport all levels of competence, but it alsolacks from legislative bodies and governing boards. sensitivity to the changing student population In general, state legislators are struggling entering four-year institutions including with the issue of maintaining equal access to increasing numbers of non-traditional students higher education while attemptingto upgrade with spenal needs. the quality of instruction offered.

Testing and placement, credit for develop- In response to the 1980's focus on mental coursework, and the reduction of student/ "excellence" in education, State Boards of faculty ratios in developmental classesare Education are enforcing more rigorous high recurrent themes, as they have been throughout school graduation requirements and raising the history of developmental education. The admission and retention standards in post- current, though historically fluctuating, mode secondary institutions. As a result, a major of operation leans towardcompetency testing issue addressed is articulation between high as a college entrance requirement, mandatory schools and colleges and universities placement in developmentalprograms, eliminating regarding prerequisite competenciesnecessary the award of credit for developmentalcoursework, for success in post-secondary vocational and and reduction of student/faculty ratios. academic programs.

While the need for developmentaleducation Another major interest of boards and may be routinely acknowledged, there, however, legislative bOdies is toward distinguishing the is increasing concern regarding theeffectiveness

102 179 of developmentalprograms. Further directions The 1983 recommendations from theTask in the profession must emphasizemaking Force on Admissions and Academic Standardsrefer evaluation of developmentalprograms more con- to upgrading high school graduationrequirements sistent, conclusive and generalizableif we are and college entrance requirements. References to maintain and augment the supportwe currently to developmental education include: enjoy. Now for a look at severalstates with

legislation affecting developmentaleducation. "For two-year institutions,open admissions

should be maintained, but the collegetrans- fer program shouldassume the same levels Arkansas of high school preparation requiredfor admission to universities and senior Among 1984 agenda items for theArkansas colleges. Two-year college students in Board of Higher Education isan effort to lower academic transferprograms who have not class size in computer science,mathematics and taken the high schoolcourses recommended basic skills. for college admission shouldtake develop-

mental courses which provide theexpected "...The smallest classsize is recommended background prior to taking thecollege for basic skillsor developmental courses course(s) in which they havedeficiencies. where students under-prepared for college As a general rule, the developmental work require intensive instruction." courses will not apply toward baccalaureate

degree requirements." The recommended student/facultyratio is 12:1, Recommendation #7: "While the improvement

in student academic backgroundswhich Items which have implicationsregarding should result from these recommendations developmental education includedin recommen- and other improvement activitiesmay dations by the Quality HigherEducation Study reduce the need for remedialinstructio Committee (Oct. 1984): in the future, colleges anduniversities should not prematurely eliminate Recommendation 5: The higher admissions remedial activities. Colleges and standards adopted by SBHE (StateBoard universities should continually review of Higher Education) inFebruary, 1984, high school curricula andentering should be adopted by all four-year student academic qualificationsand institutions not later thanAugust, 1985. make appropriate curricularadjustments in remedial programs." Recommendation 6; An open door policy

should be continued foradmission to

vocational or occupationalcourses or 181 programs.

103 Florida qualifications of program participants,

services for post-secondary and secondary Pending legislation in the State of Florida students; provides for funding through the which either directlyor indirectly effects general Appropriations Act. Referred to developmental education reads as follows: Senate Appropriations Committee.

CSSB127/240/655 ADULT EDUCATION FEE WAIVERS HB 760 House Bill similar to above Senate Bill (Education Committee, Margolis, Castor, (Jamerson) (1) amendment providing that Meek) Authorizes school districts and participants in the program shall be community colleges to waive fees for students learning disabled students who meet in adult education programs who meet certain eligibility criteriaas defined by State specified requirements; deletes limitation Board of Education rule; (2) bill reported that persons 60 years or older may be served favorable, sent to Appropriations

on a fee-waived basis only if space is Committee. available; authorize school boards andcom- munity colleges to waive fees for students SB 613 ADULT EDUCATION/COLLEGE PREP FUNDING (Meek) in adult general and adult vocational Provides that collegeprep instruction education courses up to a maximum of 15 per shall be funded ata rate of 1.5 times that cent (or a per cent established in the rate for college credit courses; requires Appropriation Act) of total FTE's enrolled; Commissioner of Education to submita plan requires districts and community colleges to to implement a test to assess certain skills submit annual reports to DOE of number and of students and to identify those students categories of students receiving fee waivers; who would benefit from collegepreparatory authorizes and specifies special graduation instruction.Referred to Senate Education requirements for adults working for high and Appropriations Committees. Considered school diplomas. Referred to Senate by Education Committee April 25: (1) amended Appropriations Committee, to provide for Commissioner to developa

plan to implement a common placementtest CSSB381 LEARNING DISABLED DEVELOPMENTAL CENTER at secondary level; (2) bill reported (Education Committee, Meek) Establishes favorable, sent to Appropriations Committee. Learning Development and EvaluationCenter at Florida A&M University to provide support HB 1075 HOUSE Bill similarto Senate Bill 613 services to enhance learning of students (Young, Jamerson, Reddick) ...Provides for diagnosed as learning disabled; creates an funding of college preparatory iastruction outreach component as aresource to other in community colleges pld designatedstate educational entities; createsan advisory universities. . . Considered by Higher council; requires an annualreport on Education Committee, April 17: (1) bill program participation and effectiveness; reported favorable, sent to Appropriations provides criteria for prograg, services, Committee.

104 183 182 CSHB ADULT EDUCATION (K-12 Education Committee, (meaning department or division) of Stewart, Metcalf, Reddick, L. R. Hawkins, Developmental Studies. This department Friedman, Mackenzie, Renke) With respect to shall be charged with helping thosestudents the adult general education program, provides admitted to its program to attainpre- for courses that will enable adults to determined levels of competence inwriting, achieve an individual level of educational reading and mathematics, competence which is compatible with existing

curriculum frameworks; specifies where B. The department shall havea separate budget

vocational preparatory and collegepre- and staff. The chairman (or academic

paratory courses may be provided; revises officer responsible for developmental certain criteria for participation in the studies) shall report directlyto the chief program. Considered by committee, April 3: academic officer of the institutionor his/ (1) approved two technical amendments; her designee. (2) amended to remove language authorizing

college preparatory courses be provided by C. Regents' guidelines specify thatany entering community colleges and school districts; freshman scoring below 330on either the SAT (3) amended to provide college preparatory or SAT-M shall be required to tak an instruction shall be offered exclusively by additional test prescribed by theB)ard to community colleges (4) bill reported determine whether he/she will bea general favorable, placed on House Calendar. On admissions or developmenta udiesstudent. motion by Bell, April 11, bill removed from Institutions may set a higher SATscore Calendar and referred to House Appropriations criterion for such determination. Committee. On motion by Wetherell, April 24,

referred also to House Higher Education Currently the "additional test" is the Basic Committee. Skills Examination, an achievementtest

developed by the University Systemof Georgia,

Georgia D. The Board of Regents shall establishminimum scores on each section of the prescribed Section 300 - Academic Affairs Policies of the placement test for determination ofplacement Board of Regents of the Georgia University in Developmental Studiesor for general System relative to the Developmental Studies admission. A student scoring below the

System minimum on any section of thetest 303.02DEVELOPMENTAL STUDIES shall be classified asa Developmental

Studies student. Institutions may set higher Programs are as follows: minimum scores to be requiredon any section

of the prescribed placementtest. A. Each institution in the University System 185

of Georgia shall havea separate department

105 E. Institutions may impose additionalmeasures K. A student may not accumulate more than for placement of students in general thirty (30) hours of degree credit admissions or developmental studies. before finishing developmental studies courses. A student who accumulates F. Courses in the developmental studies thirty (30) degree credit hours and has program shall include but not be limited not successfully completed required to English, reading, and mathematics. developmental studies courses, may enroll Institutions shall be responsive to the only in developmental studies courses special needs of developmental studies until requirements are successfully students for personal, financial, academic completed. and career counseling. L. In order to exit developmental studies G. Developmental studies departments shall courses, students must satisfy the provide academic advisement toensure that institution's requirements for each students are informed about their develop- prescribed course. mental studies requirements and to interpret to the students Developmental M. To exit a developmental studies area Studies Regulations. (mathematics, reading, English), students must score at least the institutional H. No degree credit will be earned in minimum on the appropriate part of the developmental studies courses, but prescribed test. An exit writing sample institutional credit will be awarded. is also required in developmental studies English. I. Developmental studies students shall be required to take developmental studies N. Students who do not complete requirements courses designed to increase competency for a developmental studies area (reading, in areas where they have demonstrated English, mathematics) after four attempts weaknesses. shall be excluded from developmental studies and from programs which include J. Until developmental studies requirements courses for which there are develcpmental have bean satisfied, students shallnot be studies prerequisites. Institutions may permitted to take credit courses which devise stricted standards for excluding require the content or the skills of the students who are not making satisfactory developmental studies courses aspre- progress in completing their developmental requisites. Institutions shall identify studies courses. those courses which have one ormore developmental studies coursesas 0. All time spent in developmental studies prerequisites. course work shall be cumulative within the University System. Students shall not be allowed more than four (4) quarters 106 186 187 in any one area. Each institution may Directions for the 80s' speaks to develop-

establish re-entry policies for developmental education as follows: mental studies studentsas long as a student is not considered for re-entry Direction 4 in any unit of the University System in

less than one academic year from Emphasizing Basic Academic Skills dismissal. as a Foundation for Student Success

P. The grading system used in developmental The open door to the community colleges studies courses shall be identical with brings a great diversity of studentsto that approved for credit courses within campuses including many who lack the con- the University System with one exception, fidence and skills in reading, writing, the addition of an "in progress" grade to speaking, computation and problem solving indicate progress which while satisfactory necessary to pursue their educational goals. is insufficient for exiting the course. Basic academic skills are essential,not The approved symbols, then, will be A, B, only to student success in college and after-

C, D, F, W, WF, S, U, V, K, I, add IP. ward, but also to the maintenance of quality Each symbol, except IP, will carry the in academic programs. The community colleges same definition in developmental studies will continue to devote resourcesto Basic as in regular credit courses. Each Skills improvement by: institution may use any of these symbols

which it deems appropriate for its Supporting courses, learning laboratories, program. tutoring services, and other formal and

informal activities which allow students Q. Each institution shall have a transfer to improve their ability to read, write, policy and apply it consistently to all speak, listen and compute effectively. former Developmental Studies students

transferring to the institution. Incorporating basic skills development (BR Minutes, 1972-73, pp. 533-37; 1978, in a wide variety of courses in general p. 162; 1982-83, pp. 119-21) education and vocational fieldsto

reinforce skill improvement throughout

the curriculum. Hawaii

Helping students understand that basic Developmental Education is most directly academic skills are necessary not only addressed in a policy directive for community for success in college programs, but colleges issued from the office of the also for success in their work and Chancellor for Community Colleges, University 188 personal lives after graduation. of Hawaii in May 1984. This directive, "New

107 - Providing learning environments which will The Statewide Committeeon Admission allow students to gain the self confidence and Retention Standards for HigherEducation and self discipline needed to achieve their made the following recommendationsper- educational goals. taining to developmental education (Oct. 1984): Continuing to refine and apply placement

and diagnostic tests toassess individual Developmental Education (Review Courses) strengths and weaknesses in academic skills

and to encourage realistic academic In the future, review courses will be expectations on the part of students. directed primarily toward studentswho have

a potential for success but have beenaway Developing partnerships with other from school forsome time. This projection educational groups, such as the State is based on the assumption that: (a) the Department of Education, which provide mean age of higher education's student

foundations in basic education. population will continue to increase, and (b) the Board will adopt the proposed

college preparatory curriculum.As a Idaho result of these changing circumstances,we have a responsibility to provide develop- Proposals in the Legislature which either mental education opportunitiesto those directly or indirectly influencedevelopmental students admitted to higher education (e.g., education address the following issues: Harvard's and Standford's reviewcurricula).

1. Imposition of an admissions policy. It is recommended, therefore, that the 2. Redefinition of each state institution's Board review and reviseas necessary its role and mission, with eventual remedial education policy toensure: elimination of community college functions from universities. A. Encouragement for institutions to 3. Institution of a community college offer review courses for those

system, including the construction of populations in need of develop- three new community colleges. mental instruction; 4. Change in governance: shift from current Board of Education which over- IL Elimination of reviewcourse fees sees all public education (kindergarten which may discriminate against

through graduate school) to "Board of special populations (disadvantaged,

Regents" strictly tooversee univer- older students, and in math sities and proposed comaunity college classes -- women). system.

5. Charging extra fees for developmental

courses. 108 Illinois plan of early identification of problems

in skill development and programs to

Introduction correct those problems. The Illinois

Office of Education should provide

In Illinois, concern about adequate per- technical assistance to local districts

formance in basic skill areas by graduating in setting standards, identification of

high school students led to the passage of problems and corrective programs.

Senate Resolution 180 in 1977, which called

upon the State Board of Education and the Each school district should set its

Illinois Board of Higher Education to report own standards for the quality of education

the extent of and need for remediation at all programs and goals, and seek the assistance

levels of Illinois public education. As a of the Illinois Office of Education where result of Senate Resolution 180, the Joint appropriate to improve programs designed to

Education Committee developed policy recom- enhance students' skills. Periodic reports

mendations which were subsequently adopted of test results of students' progress

by both the Illinois Board of Higher Education should be prepared by the Illinois Office

and the State Board of Education. These of Education and reviewed by the State

resolutions are presented below: Board of Education over the next two years

to determine statewide students' progress.

Resolution No, 1

Resolution No. 3

Within the structure of elementary and

secondary education each school system should Remedial efforts should be continued

provide opportunities for all students to at the postsecondary level as long as

satisfactorily demonstrate reading, writing, entering students are lacking the basic

and computational skills sufficient to enter skills. As the emphasis on the basic

college or the world of work. The local skills begins to be reflected in the com-

school board and administration should assume petency of entering postsecondary students,

greater responsibility for informing children the universities should reduce their

and parents of their progress and proficiency remedial programs. Programs maintained in

levels and about skill deficiencies beginning the universities should be limited to a few

in the elementary grades and certainly at otherwise qualified students in need of

regular intervals throughout the middle and special assistance. No degree credit

secondary levels. should be awarded for remedial coursework.

Resolution No. 2 The role of state universities in

offering remedial programs should be mini-

The State Board of Education should mized over the next several years with the assist each local district in developing a expectation that within five years remedial 193 109 programs at the state universities could be commonly obtained by the more fortunate.

phased out. In addition to remedial courses, these

programs offer other services such as

In light of the distinction between counseling, academic and career advisement,

special assistance programs and remedial and financial assistance. In this respect,

education, it should be understood that remedial efforts may be necessary as one of

this resolution does not address special the integral components of special assistance

assistance programs. programs which are designed to increase the

probability of success for educationally and

Special assistance programs are dis- economically disadvantaged students in

tinctively organized educational and related college.

support services designed to increase the

number of, retain, and graduate those The clientele of remediation efforts,

students who are educationally and/or on the other hand, is not homogeneous and

economically disadvantaged. Remediation, on frequently is composed of individuals who

the other hand, is a free-standing attempt to have not learned basic skills for many

bring unprepared students toa level of basic reasons apart from educational and economic

skills necessary to pursue college level work disadvantagement. Remedial education can

and is not a distinctively organized andcom- be viewed solely as a reiteration of basic prehensive effort to increase the number of, skills previously presented to students.

retain, and graduate disadvantaged students.

Remediation is most often a single course Resolution No. 4

designed to elevate a specific basic skill

competence - arithmetic, writing, or reading- Within the structure of postsecondary

and, as such, is seldom an integrated part of education, it is the community colleges

a total college curriculum. (with their open admission policies) that

should respond to the remedial needs of the

There are important distinctions between postsecondary student. Community colleges

remedial and special assistanceprograms. The have viewed and should continue to view the

clientele of special assistanceprograms is remedial function with equal priority to

drawn from those populations which histori- its other missions such as baccalaureate,

cally have been denied the opportunity for vocational, and technical education. The

betterment through education. Special community college should be recognized as

assistance is designed to integrate the the postsecondary institution where

educationally and economically disadvantaged deficiencies in basic skills of adults will

into the mainstream of university life. be addressed. Degree credit should not be

These programs are designed for students awarded for remedial coursework.

who, because of their backgrounds, have not

received the educational opportunities During the next five years, the

110

194 195 emphasis on remedial programs at the post- 1. The Board of Higher Education hereby

secondary level should be at the state requests that public university community colleges. Community colleges governing boards work with their

should be increasing their role in remedial universities to ensure that remedial programs while the state universities are coursework for regularly-admitted decreasing their role during this period. students and transfer students is

reduced and that graduation credit

With increased attention on student for remedial coursework is eliminated. skill development by elementary and secondary An assessment of efforts to phase out school districts, eventually there should be such coursework, an evaluation of the

less need for remedial programs at the continued need for remediation in community college level. At this time, special assistance programs, and an community colleges can begin to de-emphasize evaluation of the effectiveness of their role in offering remedial programs. remediation for special assistance

programs should be reported by

Resolution No, 5 governing boards to the Board of

Higher Education by July 1, 1983. The State Board of Education with the assistance of the schools and the Illinois 2. The Board of Higher Education hereby

Board of Higher Education with the requests that the Illinois Community assistance of the universities and colleges College Board, in concert with community should study the causes of the increase in colleges, evaluate policies and pro-

the need for remedial education and take cedures related to providing remedial steps to alleviate the situation. Both boards also should take the initiative to students from community colleges may be disseminate information on educational required to take remedial coursework in programs that improve results for students, public universities. An assessment of schools, and colleges. the effectiveness of remedial courses

should be reported by the Illinois

In 1979, P.L. 81-803 was passed Community College Board to the Board of requiring the Board of Higher Education to Higher Education by July 1, 1983. report on the progress universities had made in reducing their remedial efforts. In 3. The Board of Higher Education hereby response to this law, in June, 1981, the requests that the Joint Education

Board received a Status Report on Remediation Committee review this report and con- in Higher Education showing the continuing tinue to study the causes and need for remediation. The Board then consequences of the need for remediation. adopted three additional resolutions: 19 7

111 At the same meeting the Board requested Community colleges offer a greater

that an interim report be prepared by June 1982 amount of remedial coursework than do

detailing whether public higher education insti- universities. (A full report on remediation

tutions were continuing to grant credit for in community colleges can be obtained from

remediation activities, The interim report, the Illinois Community College Board.)

received by the Board in July 1982, indicated Community colleges provide between 76 and 80 that by the Fall of 1983 graduation credit would percent of the total remediation coursework

cease to be granted for remedial activities. offered by public institutions. Credit Since that time, the Joint Education Committee hours generated by public community colleges

has identified the issue of quality in Illinois constitute approximately two percent of the

education as a major focus for its activities total community college credit hours generated.

during 1983. As a consequence, many of the There was an increase of 35 percent in the major policy issues related to remediation will total amount of remediation credit hours be examined in the context of the study on offered by public community colleges between quality. This report reviews the current FY 1978 and FY 1982. status of remedial offerings in Illinois

higher education by the public community Type of Remediation. Data for the period colleges and public universities. from FY 1978 through FY 1982 show that the

greatest remedial need in public universities

Remediation in Illinois Public Universities has been for communication courses. However, and Community Colleges the need for computation courses from FY 1981

to FY 1982 nearly equaled the need for com-

Remediation Credit Hours. Nine out of munication courses. From FY 1978 through twelve public universities offer some remedial FY 1982, there was a marked increase in

coursework to a portion of their students. computation credit hours (21 percent) and a Universities which do not offer remediation slight increase in communication credit hours

courses are Governors State University, (11 percent). Despite a dramatic increase in

Sangamon State University and Northern reading credit hours, the amount of reading Illinois University. Credit hours generated credit hours taken by students was relatively

through remedial coursework consistently small. represent less than one percent of the total

credit hours generated by public universities . , . Community college remedial course-

Data . . show that the total amount of work has been greatest in the computation

remediation credit hours in public univer- area. However, the largest percentage in-

sities increased by 26 percent between crease in remediation from FY 1978 to FY 1982 FY 1978 and FY 1982. However, universities was in communication credit hours (63 percent).

estimate that in FY 1983 there will bea The five-year increase was 30 percent in

decrease of 9,417 remediation credit hours computation credit hours and 17 percent in

(27 percent) from the FY 1982 level. reading credit hours. As with public

112 universities, the need for remediation in percent from FY 1978 through FY 1982. There reading was relatively low. is an expected remediation course enrollment

decline of 3,688, or 33 percent, between

Public colleges and universities together FY 1982 and FY 1983. . . . offer more credit hours in the computation

skill area than in the communication and The Illinois Community College Board

reading skill areas. The skill area showing investigated the reasons that transfer

the greatest increase in credit hours from students from community colleges might be

FY 1978 to FY 1982 is the communication skill required to take remedial coursework in

area. public universities. (Community college transfer students, as the previous data

Students Enrolled in Remediation. . . In indicate, constitute about 20 percent of

FY 1982, 68 percent of all enrollment in the total student population for which

remediation courses in public universities was remedial coursework is provided.) This

concentrated in three institutions located in investigation, done in survey form,was or near the large metropolitan areas of Chicago carried out on a sample of 10 percent of

and St. Louis; Chicago State University, 33 the 1979 community college transfer students

percent; University of Illinois at Chicago- at each public university. The data from

University Center, 17 percent; and Southern the survey . . Only four percent of the

Illinois University at Edwardsville, 18 per- sample (33 students) enrolled in remedial

cent. By the end of FY 1983, the percentage coursework after transferring toa public of remediation offered by these three university. Two-thirds of these students

universities is expected to increase to 80 do not complete an associate degree before

percent of the total remediation offered by transferring to universities. Most of the public universities. remaining students earn an associate degree

in applied science, which is not designed

Of the students enrolled in remediation as a degree for students wishing to transfer

classes in public universities between FY 1978 to a public university (10 students in the

and FY 1980, approximately half were special sample). Based on the analyses conducted

assistance program students, about a third by the Illinois Community College Board, it

were regularly-admitted students, and about appears than an insignificant amount of

20 percent were community college transfer remedial coursework in public universities

students. However, in FY 1981 and FY 1982, is being taken by community college students

the situation reversed itself, with approxi- who have completed the A.A.or A.S.

mately half being regularly-admitted students baccalaureate transfer degrees. and about a third being special assistance

students. This trend is expected to continue Effectiveness of Remedial Coursework.

in FY 1983. There was a total remediation The effectiveness of all remedial coursework

2 0 course enrollment increase of only six was not examined in depth for purposes of

113 this report. . The data regarding special universities students were more likely to assistance students who entered as freshmen enroll in remedial composition courses. in 1981-82 suggest that almost three-fourths However, credit hours taken in the computa- of the entering special assistance students tion area is increasing in public univer-

continue beyond the first year of college. sities. Regularly-admitted students now

In the years other than 1981-82, between comprise about 50 percent of the students

35-45 percent of the students either graduate in public university remedial courses.

or continue their academic pursuits. There There is evidence that community college is little fluctuation in the percentage of transfer students who take remedial course-

students dismissed for academic reasons, a work in public universities are, for the fact which may indicate that students whoare most part, students who have not completed able to succeed in the first year have any degree or have completed a degree that developed the academic skills which allow is not designed for pursuing college-level them to satisfactorily complete their studies baccalaureate coursework. at a given university. Since the percentage of students who withdraw because they are on In conclusion, public community colleges academic probation has not been identified, and universities are in compliance with

the degree to which special assistance Board of Higher Education policies except for

students are able to maintain satisfactory (1) the trend in public universities which academic standing remains unclear. indicates an increase in the amount of remedial coursework taken by regularly-

Summary admitted students, and (2) the inability of

public universities to totally phase out

Most remedial coursework in the public remediation. It is likely that the increased higher education sector is offered by com- need for remediation in higher education and, munity colleges. There was an increase in in particular, the increased need for

the amount of such coursework provided by remediation on the part of regularly-admitted

the community colleges between FY 1978 and students at the universities is part of the

FY 1982. There was also an increase in the larger issue of the quality of high school amount of remedial education provided by preparation and the admission and academic public universities during that time period) performance requirements of public univer- but a decrease is expected by FY 1983. Only sities. This issue is being studied by the a small amount of instructional effort by Joint Education Committee, and a report on

Illinois public colleges and universities is the Quality of Illinois Education is forth-

devoted to providing remedial coursework. coming.

Community college students have been most likely to take remedial instruction in

the computation area while in public

114 203 In response to Resolution No. 5;2, the The survey of Illinois public universities

Illinois State Community College Board issued indicated that: a "Report on Remedial Education" in AFil,

1983 -Students who completed associate trans-

fer degrees prior to transferring to the

Highlights universities do not enroll in remedial

coursework, while students who transfer

Remedial education at the postsecondary before completing a degree or who com- level has received considerable scrutiny during plete an associate degree not designed the past five years. This report presents the for transfer may need remediation after results of an Illinois Community College Board transfer similar to freshmen entering

(ICCB) policy and procedures review andana- the universities. lyzes the findings of two surveys administered by the ICCB in Fall 1982. The first survey, The survey of Illinois community colleges completed by all Illinois public universities, indicated that: was designed to determine the extent to which students transferring from Illinois community The community colleges are providing colleges to Illinois universitiesmay need comprehensive remedial programs con- remediation after transfer. The second survey sisting of both formal coursework and sought to assess the effectiveness of remedial support services. education programs in the Illinois public community colleges. The highlights of the The community colleges have instituted report follow. a variety of methods to identify students

in need of basic skill remediation. The ICCB policy and procedures review resulted in: --The community colleges use a variety of

methods to evaluate the effectiveness

-- A revision of ICCB Rules defining and of remedial courses and services. governing remedial education and the

adoption of Rules defining and governing MEM The survey's attempt to obtain comparable

the Disadvantaged Student Grant in order outcome data statewide was limited due to

to strengthen remedial education programs the variety of program structures and within the Illinois community colleges. student monitoring systems among the

colleges and to the inadequacy of

-- The reclassification to more appropriate definitions in the instrument itself. instructional and funding categories of

community college credit courses that do Although the Illinois community colleges have 4094.) not conform to the revised definition of instituted many changes in the past three II remedial," effective for FY 1984. years to provide comprehensive remedial programs within their districts and other that higher education should be available

changes are expected in the next several to 'late bloomers,' i.e., students who did

years, a more systematic means of validating not perform up to their capabilities in

the outcomes of remediation are needed. The elementary and secondary schools, and

ICCB's revision and adoption of Rules on returning adults whose academic skills need

remedial education, the Disadvantaged Student refreshing those students in need of

Grant, and program review and evaluation are remediation may be better and more efficiently

important in setting future directions state- served at the community college level than at

wide. Additional steps by the ICCB may be the Regents' institutions. needed to enhance the community colleges'

abilities to fulfill their crucial role in Indeed, because of their open admissions

remediating educational deficiencies of many policy, the merged area schools already enroll

Illinois citizens. large numbers of students with academic

deficiencies whose needs they must meet without

sacrificing academic standards. The Sub-

Governor James R. Thompson's 1986 Higher committee recommends that, to maintain

Education Budget includes among its goals to: educational quality, these institutions

establish realistic admissions requirements

"Restore more adequate support for to specific vocational and college transfer

student assistance programs that programs and then communicate them clearly

help assure access to and choice to students and staff in secondary schools.

among higher education opportunities." Such statements of expectations would do much

to dispel the common misapprehension that

students in college vocational programs do

Iowa not need strong academic skills. The Sub-

committee further recommends that to maintain

Developmental Education is explicitly the open door - to ensure true equality of

addressed in the 1984 report from the Iowa opportunity for those who do not yet meet

Legislature's Excellence in Education Task program requirements - the merged area Force, "First in the Nation in Education," scInpreiolsoffereoinental pp. 16,17. studies programs which include academic

assessment, mandatory enrollment in

"Recommendations. . . appropriate remedial coursework, an advising

system that integrates the developmental

19. While the subcommittee strongly believes student into the educational system, and

that any institution of higher education which reinforcement of basic skills in all classes.

admits a student with a serious deficienty in These developmental programs will require

the basic academic competencies is obligated strong commitment from area school adminis-

to provide appropriate remedial programs and trators and faculty members, cooperation in

116 articulating standards from the Regents' academic and social aid for minority students institutions, and adequate funding from to succeed in college. This action is in the Legislature. But they are essential response to the Federal directives to end if people of Iowa want topromote both segregation in Kentucky institutions of equality of opportunity and educational higher education. excellence."

Minumum Academic Standards: Kentucky

High school students in Kentucky will Programs and legislation which are soon be required to meet minimum academic planned or already implemented affecting standards to enter universities. A pre- Developmental Programs in Kentucky: college curriculum has been mandated for the

public schools. There is evidence of The Professions Education Preparation correlation between students followingthe Program (PEPP): pre-college curriculum and retention,success and progress toward graduation when these Students from counties which are under- students reach college. serviced medically who havean interest in

entering health-related professionsare Funding Formula Request: recruited for a specialprogram held during the summer between their graduation from Plans are being made fora funding high school and their entry into college. formula to be presented to the Legislature. Their work is also monitored during the It will include a request fora $200 allowance four years of matriculation, and theyare for every student who needs developmentalhelp given special help to succeed. They are in college. also given tutoring before takingMCAT and DAT tests. In return, they are expected to Value Added Testing: return to their home counties for at least

two years after their graduation from Under the proposal under consideration, medical or dental school. the state will determine how well colleges

are doing - that is, how much the student Higher Education Desegregation Plan: has improved because of beingon campus. Kentucky has the lowest level of educational Colleges in Kentucky are being required attainment in the nation in studies of adults to take a stand on attracting and retaining twenty-five and older. Barely 50 percent of minority students. Colleges are mandated this group has a high school diploma. Strong to provide opportunities not onlyto get feelings of empathy have been expressedby the into college but to progressto the diploma 208 Council on Higher Education for the effortsof stage. Colleges are expected to provide Developmental Educators and the difference 209 117 their work might make in this statistic. Michigan, Defining the Instructional Core

December, 1984 report from the Governor's "Recommendation: that a minimum basic

Commission on the Future of Higher Education instructional core be adopted for under-

in Michigan, "Putting Our Minds Together: graduates at all the State's colleges

New Directions for Michigan Higher Education" and universities; and that community

college students seeking an associate

Exerpts relevant to developmental degree also complete a core of courses.

education include: ...The Commission recommends the

following as essential minimum outcomes

Improving K-12 Education of mandatory instructional core

requirements at all of Michigan's public

"The Commission feels strongly that both colleges, community colleges and

two- and four-year public institutions universities: must seize the opportunity to bring

large numbers of nontraditional learners, Fluency in use of the English language,

for the first time, into the ranks of including reading, writing, speaking,

the college-educated." (pg. 7) and listening, as well as compre-

hension of a foreign language. Adopting Minimum Admissions Standards

Understanding of the history of

"Recommendation: That all the state's civilization with an emphasis on

four-year colleges and universities adopt the western world. minimum admissions standards that are

compatible with the high school graduation Knowledge of man, the biological

requirements recommended by the State world, the physical sciences and

Board of Education; and that local boards scientific reasoning. of education inmediately implement these

graduation requirements. Awareness of the nature of a free

society, with an emphasis on ethics

...To the extent that Michigan high and the responsibilities of citizen-

school graduates are not equipped with ship. the minimum competencia needed for

college success, community colleges - Exposure to the arts and humanities. should have primary responsibility for

remedial coursework." - Facility in mathematics and computer

literacy.

- Skill in critical thinking and

problem solving." 118 Minnesota are college-level and applicable toward

undergraduate degree credit and which

The Minnesota Higher Education courses are considered remedial instruction. Coordinating Board (HECB) conveneda

Task Force on Remedial and Skills B. The Coordinating Board: Development Instruction in Postsecon-

dary Education (1983). During 1984, initiate and conduct a dialog

with the postsecondary education systems

Recommendations of Task Force: and the leaders of the state government on the impact of their educational missions A. Local school districts, in cooperation on admissions standards and on the need to with the State Board of Education and provide remedial education. As missions

the Department of Education: are altered in the future, the systems and

coordinating board should keep in mind the

Establish standards for high school impact of remedial education. graduation based on the mastery of

skills and knowledge that wouldre- Convene a task force composed of secondary

sult in improved preparation for all and postsecondary faculty, academic

students and particularly for those officers and assessment specialists to expected to enter postsecondary develop guidelines for college-level institutions. instructional outcomes iE reading, writing,

and mathematics that should warrant under- Pevelop and implement assessment pro- graduate degree credit.The task force edures thi,)u&huut elementary and should report to postsecondary governing secondary education to identify boards and the Coordinating Board no later those students who need additional than May, 1985. instruction to meet the standards

required for high school graduation. Help communicate the guidelines developed by the task force to Minnesota secondary

Provide skills development opportunities schools and students. throughout elementary and secondary

education for those students identified Provide recommendationson improving the in need of additional assistance to quality of teacher education by conducting meet the standards. the teacher education study mandated by

the 1984 Legislature and transmitting its Communicate to Minnesota secondary report and proposals to the education 21.2 schools, students and parents guidelines committees of the Legislature by used by postsecondary systems and January 1, 1985. 21 institutions for defining whichcourses C. Postsecondary Education Systems and elementary-secondary achievement that Institutions: are necessary to meet standards for

basic and specialprograms. Provide assessment procedures and remedial

instruction for students they admit whose

education record does not demonstrate the The 1983 Minnesota Legislaturerequested achievement needed to perform adequately that the University of Minnesota,the State in regular academic or vocationalprograms. University System, and the CommunityCollege

System review and recommend changesin their Implement within their credit policies by admissions policy. The Community College the 1986-87 school year the guidelines for System maintained open admissionsand adopted college level instructional outcomes a policy of selective retention. developed by the task force proposed above

and communicate them to Minnesotasecon- The Minnesota Community CollegeSystem dary schools and students. adopted a Mission Statementon January 4, 1984

which addressed developmentaleducation: Contribute their resources and capabilities to the ongoing effort to enhance the "In carryingout its mission, the quality and improve the outcomes of Minnesota Community CollegeSystem elementary and secondary education. provides:

D. The Governor and Legislature: 5) Developmental Education (a)recog- nizing the need for some individuals Finance remedial instruction andsupport to improve their basic learning services in public postsecondary education skills in order to make satisfactory institutions through regular state funding progress toward their educational formulas and ensure that students enrolled objectives; and (b) supporting those in remedial instruction be eligible for individuals who, though lacking state financial aid on the same basis of college preparatory backgrounds, need and workload as other students. have the potential to succeed with

college-level academic work." Continue their efforts to support the development of appropriate graduation In response to the chargeto provide standards and skill developmentoppor- assessment procedures listed in the Higher unities at the elementary-secondary Education Coordinating BoardReport on Remedial level. Skills Development and Instruction,the Com-

munity College System conveneda meeting of Encourage postsecondary systems and insti- faculty and administrators fromall community tutions to clarify their expectations for college campuses in November, 1984. Each

120 campus received a special allocation from Education Coordinating Board, the the System to set up and administer an state postsecondary institutions assessment program in reading, writing and and systems, and the Commissioner mathematics. and State Board of Education.

In March, 1985, the Higher Education On April 11, 1985, the Minnesota Community Coordinating Board established a Task Force College Board, after exchange of views with the in Definition of College-Level Skills: Faculty Association, adopted a policyon remedial instruction: Charge

Board Policy To specify the knowledge, skills and

understandings in reading, writing Remedial instruction in academic skills, and mathematics that should become resulting in achievement at high school the base levels of competency to be norms, shall be provided in community recognized with degree credit from colleges at normal tuition and shall Minnesota postsecondary institutions. count toward financial aid eligibility.

To clarify relationships between the Remedial "levels" shall be definedas educational achievement expected for instruction needed because the student all high school graduates and the is functioning below the achievement

achievement necessary to succeed in norms for high school students com-

regular credit-bearing programs in pleting the commonly taken courses. colleges and vocational schools.

Community colleges shall assess the To dcvelop criteria for evaluating needs of students who enroll for twelve the reading, writing and mathematics or more quarter credits for the first skills of entering postsecondary time, who show some evidence that they students so that institutionscan may need remediation. Assessment of identify those who will need special other students shall be made as assistance to complete degree and additional resources may be available. certificate programs.

Remedial courses shall be identified by To suggest evaluation questions and the course numbering system, shall not methods to evaluate the effects of count toward the first 90 quarter credits its recommendations of an associate degree, nor be presented

as applicable to higher degrees. To transmit its final report with 217 recommendations to the Higher Community colleges may offer "adult 121 basic" education (elementary school norms) To eliminate the award of college credit provided that cooperative arrangements for remedial and developmentalcourses. are made with surrounding school districts

which are funded by the state for this To designate courses as remedial and purpose. "Adult basic" instruction pro- developmental in catalogues, descriptions

vided directly by the college shall be and transcripts. funded outside of the appropriation

based on FYE enrollment. Such instruc- To continue special funding to remedial tion shall not count toward the and developmental programsas long as college's enrollment. necessary.

ADOPTED by Board for Community Colleges, To withhold the baccalaureate without April 11, 1985. demonstrated proficiency in writing and

mathematics through intermediate algebra.

New Jersey

Pennsylvania The long-range goal of the State

Board of Higher Education (1984) is to The Legislature provides ACT 101, the significantly reduce the quantity and Higher Education Opportunity Act. size of remedial programs at the college

level. Definition: "Provides financial assistance

to postsecondary institutions in serving Resolutions: disadvantaged students. Tutorial and counseling systems will be emphasized To raise high school graduation improving students with the skills

requirements to llth grade proficiency. needed to succeed in an academic environ-

ment. Act 101 funds are to be utilized

To reaffirm policies on open admissions to supplement or enhance existing

to county colleges, EOP programs, and funding for activities/programs designed

"special admission" at fur-year specifically for the disadvantaged

institutions, student.

To continue remedial programs at above Proposals under consideration by the

institutions. Legislature include:

To define remedial and developmental Proficiency testing in public schools courses as those that consist largely (elementary and secondary), and funding of topics taught at the high school for remedial programs to upgrade high level. school graduation standards 122 219 Financial support for part-time students. Mandatory placement.

Proposed transfer credit within the No college credit awarded for remedial

State higher education system. work.

Propose prohibition of written standar- Exit competencies should be established dized tests for admission of dyslexic for remedial coursework based on entry applicants. competencies of mainstream disciplines.

Evaluate remedial programs by tracing Virginia individual student progress.

In their recommendations on developmental Provide for unified administration

education the Virginia State Council for Higher of programs. Education first clarifies the difference between

remedial and developmental education for funding Select appropriate faculty, and provide purposes. Adopting the differentiation used by for further training. K. Patricia Cross, remedial and developmental

services are distinguished separately: Set time limits to remedial enrollment.

Remedial: Coursework offered at colleges and Exclude funding for students who hold universities, but having thecon- BA or AA degrees or have accumulated tent and level of work required 60 semester hours or 90 quarter hours

for high school students, of college credit.

Developmental: Advising, counseling and Establish a common basic skills floor

other support services designed below which colleges will not attempt to increase the likelihood that remediation. Articulate with Adult students will succeed in college. Basic Education programs,

Recommendations Upgrade admissions standards.

Mandatory testing for students whocannot

otherwise produce evidence of fundamental Washin ton competencies.

The Washington State Temporary Committee

Design additional assessment procedures on Educational Policies, Structure and to predict success in college to be Management published a report in January, 221 220 sensitive to minority and disadvantaged 1985, "The Paramount Duty" making students, 123 recommendations to the Legislature revamping associated with preparation for ad- the state's educational system. Recom- vancedlearning, non-credit bearing, mendations which directly effect develop- and supported entirely by the tuition mental education include: and fees from enrollments in these

courses.

9. High School Achievement Test,

Diagnostic Testing, and Basic 30. Adult Basic Education Program, Literacy

Skill Testing of Community Advisory Coalition, Literacy Assessments,

College and Vocational Tech- and Federal Funding nical Institute students

4, The State Board for Community College

3. Full-time students entering Education should be designated as the

community colleges and voca- sole state agency for Federal Adult

tional technical institute Basic Education funds. The Board

preparatory programs should should assume responsibility for con-

be tested prior to program ducting the functions associated with

entry to ensure they have the these responsibilities, and the

academic skill levels necessary personnel necessary to conduct the

for program completion and Adult Basic Education administrative

employment success. Early functions should be transferred from

identification of deficiencies the state superintendent's office to

and referral to remedial the State Board for Community College

services should be a priority. Instruction.

29. Remedial Assistance Program, Community Each of the above /ecommendations carry "high

College and Vocational Technical priority" designations. In addition, this report

Institute Remedial Programs contains extensive recommendations regarding

administrative organization, financial aid,

2. Basic remedial and developmental recruitment of minority students and articulation

education programs should remain with high schools which indirectly effect

in the community colleges and developmental education vocational technical institutes

as a necessary part of the The State Board for Community College Educa-

essential purposes of these tion rank basic skills and assessment as the

institutions. Basic remedial second and third highest priorities in the 1985-

courses and programs in four- 75 budget requesting $16 million to meet these

year institutions (other than needs. those associated with Equal

Opportunity Programs) should be Action packages within the State Board for limited in number, directly 124 budget considerations include:

Changing the student/faculty ratio in developmental education from 1:35 to 1:20. This would provide $7.2 million more for developmental students in the State Community College System.

Authorization of a staff position in the State Board Office for a developmental education coordinator.

125 The National Center For Developmental Education At Appalachian State University

Is Pleased To Recognize The Outstanding Contributions Of

H&H PUBLISHING COMPANY

To The Field Of Developmental Education And To Acknowledge Its Financial Support In The Publication Of

The National Directory Of Exemplary Programa In Developmental Education

225 NATIONAL CENTER FOR DEVELOPMENTAL EDUCATION

GENERAL INFORMATION !t

The Center

The mission of the Center is to provideresources for educators who work

with academically underprepared adults in collegeand university settings.

The Center seeks to improve the quality ofpractice in the field of develop-

nental education through specified services,instruction and training activities,

publications, and research. The Cev-ter, widely recognizedas the field's most

comprehensive source of training and informati: offers _he 1,, 4ing

resources: services, instruction and training, publications,and research.

Services

Resources

Materials and Personnel -- The Center maintainsan expanding collection of periodicals, research and technicalreports, unpublished manuscripts, program descriptions and instructional aids of interest to the developmental educator. In addition, the Center has established,in conjunction with the

Belk Library of Appalachian State.University,a collection of professional books and other references in the field of developmentaleducation.

126 The Center also operates a growing network of resource persons.This computerized network links experienced resource persons familiar with various aspects of developmental education with persons who have questions about the

field. Access to this resource network is obtained by calling the Center and describing the specific area of interest. A Center staff member will make referral to one or more individuals who can supply specific information regarding that area of interest.

Consultation and Technical Assistance -- Through its residential and

adjunct staff, the Center provides a small group of highly skilled consultants who are available to work with colleges and universities in all areas of

developmental education. The Center has provided consultation and Title III

services to colleges and universities throughout the eastern United States.

For specific information regarding consultation and technical assistance, call

or write the Center.

Workshops, Conferences and Symposia -- The Center, through periodic work-

shops, conferences, and symposia,.contributes to the professional growth

options available to personnel working with academically underprepared adults.

The focus of Center-sponsored activities is on research, materials, techniques

and practices that have proven effective in the field. Information about these

activities may be obtained by writing and requesting placement on the Center's

mailing list. 127 22 7 Instruction and Training

Kellogg Institute -- The nationally recognized KelloggInstitute provides an intensive sumner training program followed by a semester-longpracticum carried out on participants' homecamp 2S. The Institute's summer session features four week-long workshopson the topics of instructional innovation, counseling and intervention, program evaluation, andprogram management. The workshops are led by carefully selected practitionersand theoreticians from across the country who live in residence with Institute participants.During the summer session, participants designa program development project in consultation with Institute staff and advisors from theASU Department of

Leadership and Higher Education. The project is then implemented during the fall or winter semester under the field supervi-sionof ASU faculty.

Graduate credit is available through the Institute andall credits received are applicable to the Appalachian State Universitygraduate programs in developmental education. Those who successfully complete thesummer training session and the semester-long practicum- regardless of whether or not they elect to receive graduate credit- are certified as "Developmental

Education Specialists."

Initially funded by the W. K. Kellogg Foundation, theInstitute was supported for two years by a grant from the Fund for theImprovement of 128 Postsecondary Education (FIPSE). The Institute is now funded entirelythrough

receipts and institutional support from AppalachianState University.

Graduate Programs in Developmental Education-- Appalachian State University

was the first institution in the United Statesto offer graduate level training

in developmental education. Both the Masters and the EducationalSpecialist

degrees are available through the Departmentof Leadership and Higher Education.

Qualified members of the Center staffhold graduate faculty appointments in

Higher Education where they teach andadvise students pursuing a degree in

developmental education. The Center enhances graduate courseofferings by

providing opportunities for students toparticipate in Center-sponsored work-

shops, conferences, research, and publications.

Internships in Developmental Education-- Because the Center is engaged

in a wide variety of activities at the local, regional,and national levels,

it is well suitedas an internship station for graduate students and others

interested in short-term intensive trainingexperiences in some aspect of

developmental education. Internships are individually designedto provide

experience in the area(s) most desired. One may register for credit through

the Department of Leadership and HigherEducation. ASU graduate students as well as practitionersfrom across.the United States have internedat the Center. Inquiries ate invited. 229 129 Publications

Journal -- The Journal of Developmental Educationis recognized as the

definitive source of information serving educatorsconcerned with the field.

Guided by a nationwide Board of Editors, theJournal publishes articles which

focus on basic skills education but alsotreats adjacent field of knowledge.

Practice, theory, research, andnews of interest to the postsecondary

developmental and remedial educationcommunity are included in the Journal.

Challenge and information characterize the Journal;to read it, request a

subscription. To write for the Journal, requesta copy of the "Authors'

Guidelines." To evaluate it, request a complimentarycopy. The Journal is published three times during the academicyear.

Newsletter -- Research in Developmental Education(RIDE) is designed to review current research in areas relatingto the practice of developmental education. Increasing interest and activity in the field hasprompted this highly informative newsletter. Each issue includes a review of relevant research, a summary of research findings, anda list of suggested resources for learning about the topic under consideration. The subscription rate is

$9.50 per year. RIDE is published five timesper year (September, November,

January, March and May).

130 Research

Research Activities -- The Center and its staff have conductedor coordinated a variety of research projects, both sponsoredand individual. The Center assisted the Council for the Advancement of ExperientialLearning (CAEL) in conducting a national survey of the state of theart in developmental education; coordinated the National Association for DevelopmentalEducation (NADE) study on the effectiveness of developmentalprograms; and is coordinating a Delphi study on future directions in college learning assistance for CommissionXVI of the

American College Personnel Association (ACPA). The Center, its staff, and its resources are available to do contract research or to assist in researchprojects.

The Center's collection of materials,reports, and descriptions of developmental programs are also available to researchers pursuing topics in thefield of developmental education.

The Telementoring Project

The Center for Developmental Education of AppalachianState University has recently received a grant from the Fund forthe Improvement of Post- secondary Education to deliver long-distance trainingto developmental educators. This training will be delivered througha variety of tele- communications techniques suchas telephoneconfer1encing, computer 23 131 networking, video tapes and slowscan teleconferencing.

During the 1985-86 academicyear, the Center will be working

with 8 to 10 developmentalprograms across the country as a pilot

project. During the first stage of the project, Centerstaff will

visit participating programsto conduct an assessment of training needs

and orient program staff to theproject. During the second stage of the

project, programs will participate ina resource-sharing computer network,

receive print materials and videotapes on training topics, and engage in

two-way communication with Center staff to discusstraining topics.

While training topics will depend,to some degree, on the needs of

participating programs it is anticipated thattraining will be carried

out in learning styles assessment, realitytherapy techniques, and

individualized instruction during thefirst year. Other training topics

may include academic intervention, program evaluation,and academic advising.

The "Telementoring" Projectrepresents one of the first attempts

to conduct faculty and staff development inpostsecondary education using long-distance technology..It is also the only project of its kind

serving developmental educators.

132 The project is kunded for threeyears. Following the pilot stage, additional participants will be addedfor 1986-87 and 1987-88. Ultimately the project will producea variety of training materials for use by developmental educators and establisha training consortium of developmental programs interested in staff and faculty developmentactivities.

233

133 INFORMATION/ORDER FORM

Please send informationor orders regarding: KELLOGG INSTITUTE JOURNAL SUBSCRIPTION* Personal subscription $11.00 Institutional subscription $15.00 Complimentary Copy JOURNAL AUTHORS' GUIDELINES RIDE SUBSCRIPTION $9.50* ANNOTATED BIBLIOGRAPHY:* Adult Education - Alternative Programs inAdult Education $2.00 ea. Evaluation - Higher Education- Community and Junior Colleges $2.00. Counseling and Psychology $2.00. English and Communications $2.00. Mathematics and Social Studies $2.00. Complete set of five listed above $8.00per set. ASU GRADUATE PROGRAMS IN DEVELOPMENTALEDUCATION MASTERS EDUCATIONAL SPECIALIST CONSULTANT NETWORK. I would like to be included in the Center's Consultant Network. PLEASE PLACE ME ON YOUR MAILING LIST

NAME TITLE

INSTITUTION DISCIPLINE(S)

ADDRESS .

*All orders must be accompanied by checkor purchase order.

Mail check or purchaseorder with this form to:

Elaini Bingham liational Center forDevelopmental Education moueocosicamimeatieweimeausatiemaiwoo 'Appalachian State University ERIC Clearinghouse for Boone, North Carolina 28608 Junior Colleges MAR 234 20198