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I have taught developmental courses in both reading/writing combo and in
math in a three-hour/week and a four to six-hour/week format.  My experience
is that the longer hours really make a difference if used in the right way.
In the longer classes I spent more than half the time in collaborative
learning activities, which require time to work well (CL in a
three-hour/week format is usually too tight).  Students worked more
intensively and got much more out of the small-group work than out of only
large-class discussion where they can sit back and let the few articulate
people do all the work.  This also paid off in better exit exam scores and
higher pass rates.

Annette Gourgey
CUNY
----- Original Message -----
From: Elizabeth Lee <[log in to unmask]>
To: <[log in to unmask]>
Sent: Friday, August 25, 2000 12:15 PM
Subject: Course Hours for developmental students


> Hi, All,
>
> Here at Baton Rouge Community College we currently offer developmental
math,
> English, and reading four days a week with Friday reserved for individual
work
> in the Academic Learning Center.  There is an emerging opinion from
> administration that developmental class hours should be cut back to three
> hours a week.
>
> Are there others of you who provide more instruction and contact time
during
> the week for developmental students than you do for the college-level
> student?  Do you find the extra time in class beneficial to your
developmental
> students?  What arguments would you offer, if at all, to counter the push
to
> cut back the contact and instruction time?
>
> Have any of you conducted recent studies that compare the benefits of
> developmental classes meeting four days a week to those meeting three days
a
> week?
>
> Thanks.
>
> Elizabeth
>
>
> [log in to unmask] wrote:
>
> > This is a multi-part message in MIME format.
> >
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> >
> > HI, UNIVERSITY OF PUERTO RICO - UTUADO STARTED OFFERING 4 YEAR PROGRAMS
=
> > RECENTLY, WE HAVE HAD A BASIC SKILLS PROGRAM FOR OVER 10 YEARS, THE LAST
=
> > 5 FUNDED BY TITTLE III PROGRAM, IT IS ALMOST APROVE BY THE UNIVERSITY =
> > AUTHORITIES TO BECOME PART OF THE REGULAR CLASS PROGRAM,  NOW, THIS IS =
> > MY QUESTION =BF?
> > NOW, WE ARE WORKING WITH ESTABLISH AN SSS PROGRAM, CAN YOU HELP ME IN =
> > THIS ONE, CAN SOMEONE EXPLAIN, AND IF THEY HAVE AN SSS PROGRAM, WHAT IS
=
> > THEIR EXPERIENCE, COMPONENTS......??????
> >
> > THANKS
> > Marian M. Alvarez-Collins
> > [log in to unmask]
> > University of Puerto Rico - Utuado
> >
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> > Content-Transfer-Encoding: quoted-printable
> >
> > <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">
> > <HTML><HEAD>
> > <META content=3D"text/html; charset=3Diso-8859-1" =
> > http-equiv=3DContent-Type>
> > <META content=3D"MSHTML 5.00.2314.1000" name=3DGENERATOR>
> > <STYLE></STYLE>
> > </HEAD>
> > <BODY bgColor=3D#ffffff>
> > <DIV><FONT face=3DArial size=3D2>HI, UNIVERSITY OF PUERTO RICO - UTUADO
=
> > STARTED=20
> > OFFERING 4 YEAR PROGRAMS RECENTLY, WE HAVE HAD A BASIC SKILLS PROGRAM =
> > FOR OVER=20
> > 10 YEARS, THE LAST 5 FUNDED BY TITTLE III PROGRAM, IT IS ALMOST APROVE =
> > BY THE=20
> > UNIVERSITY AUTHORITIES TO BECOME PART OF THE REGULAR CLASS =
> > PROGRAM,&nbsp; NOW,=20
> > THIS IS MY QUESTION =BF?</FONT></DIV>
> > <DIV><FONT face=3DArial size=3D2>NOW, WE ARE WORKING WITH ESTABLISH AN =
> > SSS PROGRAM,=20
> > CAN YOU HELP ME IN THIS ONE, CAN SOMEONE EXPLAIN, AND IF THEY HAVE AN =
> > SSS=20
> > PROGRAM, WHAT IS THEIR EXPERIENCE, COMPONENTS......??????</FONT></DIV>
> > <DIV>&nbsp;</DIV>
> > <DIV><FONT face=3DArial size=3D2>THANKS</FONT></DIV>
> > <DIV><FONT face=3DArial size=3D2>Marian M. Alvarez-Collins</FONT></DIV>
> > <DIV><FONT face=3DArial size=3D2><A=20
> >
href=3D"mailto:[log in to unmask]">[log in to unmask]</=
> > A></FONT></DIV>
> > <DIV><FONT face=3DArial size=3D2>University of Puerto Rico -=20
> > Utuado</FONT></DIV></BODY></HTML>
> >
> > ------=_NextPart_000_0015_01C00E83.6FE42060--