IT'S UNSUSTAINABLE. Perhaps if I contest the latest management fad in higher education, I'll preserve the meaning of the word.

Consider an observation by the dean at Anonymous Community.
Developmental coursework is usually a tough sell to both the public and the students. The public often isn't wild about it, out of a correct sense that it already paid for that material to be taught by the K-12 system. There's truth in that, but we can either give up on the unsuccessful products of K-12, or not.
That's an incomplete set of options. Perhaps we ought to look at the reasons why there are unsuccessful products of K-12. (I'm not ready to rule out so-called progressive education, and an unwillingness of the school systems to insist on the Habits of Effective People. There's no shame in being poor. There is no honor in being slovenly. I've heard variations on this theme from numerous Depression babies, the adults of my coming-of-age.)

By the time the products of so-called progressive education get to college, it's too late for many of them.
My campus, like most others, is trying to improve the success rate of students in developmental courses, but finding it hard to get significant, sustainable results. Any ground-tested hints anyone could share would be greatly appreciated.
I credit the dean for looking for hints, and reader comments offer some suggestions, although other comments raise the possibility that the remediation model as currently practiced is unsustainable.

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