Abstract

Abstract:

During the past decade, much reform has taken place within reading and writing developmental education at community colleges. One area of reform has focused on reducing the number of developmental education credits taken while accelerating the students' literacy growth. This article describes a pilot project where, instead of taking a developmental education reading and writing course, the students co-enrolled in a zero-credit social sciences skills lab and at least one college-level gateway course. The lab focuses on reading and writing in the disciplines. Using classroom examples, the article also outlines the pedagogical approaches used in the lab. This 2018–19 pilot was characterized as promising, using prescribed institutional success metrics; as a result, version 2.0 will be implemen ed for 2021–22.

pdf

Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 170-178
Launched on MUSE
2021-02-17
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.