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Developmental English Committee
DE Program Review Fall 06
Developmental education in the English department is part of Los Medanos College’s decentralized yet highly coordinated model of developmental education. Our mission is to provide students with a coordinated curriculum and comprehensive support services that will engage, challenge and support them as learners.
Instructional methods include lecture, lab, collaborative learning/peer review, demonstration/modeling, discussion, and computer assisted instruction. Instructors commit to a theme-based approach that engages students and speaks to their issues and concerns, emphasizing an integrated teaching of reading and writing. The classroom environment is supportive yet challenging.
Along with our pursuit of the developmental education mission, members of the department have been actively involved in the pursuit of greater educational and institutional equity and access for traditionally underserved student populations (such as, but not limited to, students of color and low-income students) through collaborating in thematic learning communities, creating and participating in programs such as Puente, Umoja, and Avid, and taking leadership roles in academic support services such as departmental tutoring programs.
Our instructors have opportunities for professional development each semester. Our teaching communities meet during the semester to focus on integrating research-based pedagogy into the classroom, and assessing results in terms of how they improve student outcomes.
This course is two levels below transfer-level English (English 100).
This course is one level below transfer-level English (English 100).
Developmental education within the department is coordinated by the Developmental Education faculty lead position, who acts as a liaison between the instructors of developmental education in the department, and the college-wide Developmental Education committee (which is, in turn, part of the college-wide Teaching and Learning Center Committee).
Different stages of the developmental sequence participate in ongoing program assessment. The Counseling Partnership in English 70 requires a student and instructor survey be completed each semester, and all instructors in English 90 participate in a holistic scoring of essays in order to formulate action plans for curricular and instructional change to improve student success. Information about the Counseling Partnership as well as as the holistic scoring reports can be found on the Program Evaluation page of this website.