Developmental Education Courses

 
 
 

Developmental Education Courses

The Developmental Education program at the Community College of Baltimore County offers courses in reading, English, and mathematics on each campus to help learners attain the skills they need to perform successfully in college level courses.

Developmental Course Delivery Systems

At CCBC, we realize that students come to us with a variety of learning styles and preferences. While some learners prefer to work individually in a self-paced course, others prefer a more structured group lecture or discussion format. Some learners appreciate courses which meet over a long period of time, with relatively short class sessions, while other learners prefer a condensed course structure where they can complete courses in a shorter number of weeks. Some students find it difficult to attend class regularly and would prefer to take distance courses using their computers. Some learners like to get to know their classmates and, therefore, like to attend several classes together with the same classmates. All of these options are possible at CCBC. Our motto is "Any place, Any time, Any way." These options are specified in the class schedule book.

Descriptions

Self-paced: Students independently work through a series of mini-instructional units and take individualized tests as they complete each unit. The instructional units may be computer-assisted instruction. Courses may be completed in a shorter period of time, depending on the participation and learning rate of the student.

  • Requires self-motivation and good organizational skills
  • Recommended for visual learners
  • Recommended for independent learners

Computer-assisted: Students complete some or all of class work on computers in the classroom.

  • Requires self-motivation
  • Recommended for students with basic computer skills
  • Recommended for independent learners
  • Recommended for visual learners

Lecture/discussion: Students meet as an entire class, listen to lectures, and participate in discussion. Instructor may also use cooperative learning techniques in which students work in small groups.

  • Requires ability to participate in class
  • Recommended for students who need external structure
  • Recommended for auditory learners
  • Recommended for social learners


On-Line: Students do their class work on-line, including reading instructional materials, posting homework, participating in on-line discussions, and in most cases taking quizzes and tests. Students should participate in orientation to on-line learning. Information can be found at the following site: http://www.ccbcmd.edu/onlinecoursehelp/new1.html

  • Requires good reading skills and attention to detail
  • Recommended for independent, self-motivated learners

Accelerated Learning Program: The Accelerated Learning Program (ALP) is designed to improve the percentage of ENG 052 students who pass ENG 052 and ENG 101. Under ALP, students whose placement is ENG 052 enroll in designated sections of ENG 101. These sections will be composed of 8 ALP students and 12 students whose placement is ENG 101. In addition, the same 8 ALP students will be enrolled in a designated section of ENG 052 taught by the same instructor, which we call a companion course. See Accelerated Learning Plan.

  • Requires ability to participate
  • Recommended for social learners
  • Appropriate for all learners

Academic Literacy: ACLT 052 - 5 billable hours, 0 credits - Provides intensive instruction in critical thinking, reading, and writing as will be required for English 101 and other 100- level courses. Using theme-based readings from a variety of genres, coursework will emphasize independent reading of complex academic texts, critical response to ideas and information in academic texts,and writing essays that integrate ideas and information from academic texts. Courses offered every fall and spring semester.

Overall Course Objectives

Upon completion of this course students will be able to:

  • use pre-reading strategies to facilitate understanding of texts;
  • read actively and critically, and effectively use textual annotation;
  • identify and deconstruct abstract ideas found in complex academic texts;
  • formulate and explain valid inferences based on information from texts;
  • write and evaluate arguments for validity and credibility;
  • synthesize ideas and information from multiple soures and varying points of view;
  • write well-organized, unified, coherent essays with a clear, puposeful thesis statement;
  • support ideas with adequate and varied evidence;
  • tailor language to address a specific audience; and
  • detect and correct major grammatical and mechanical errors. 

Accelerated Math Program (AMP): The Accelerated Math Program (AMP) has taken two consecutive courses and combined the content so that students are able to complete two courses within one semester. The two courses are independent courses in terms of the schedule, grade report, and transcripts. However the students are really in a six-hour per week course pair that takes a topic from the lower level course and covers it through the higher level course. The students eligible for the lower level course may register for the combined course or a traditional section. There are no requirements that block a student from registering for the AMP course pair as long as he meets the pre-requisites for the lower level course.
Students in the AMP Combined Course pair have one instructor and are only required to purchase the textbook of the higher level course.

Courses offered as AMP Combined Course Pairs:
MATH 081 / MATH 082
MATH 082 / MATH 083
MATH 083 / MATH 135
MATH 083 / MATH 163

 Learning Communities

A Learning Community is an approach to the learning process that assumes that students are one of the best learning resources for one another! In a learning community, two or more classes are “paired,” and a group of students enrolls in both of the paired courses. Because students are taking the same classes together, strong bonds form as they study together, support each other, and learn from one another. Likewise, faculty work together integrating course materials in order to emphasize the connections between the subject areas. For a list of classes on each campus see Learning Communities.

 
 
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