Boylan, H. R. (1999). Exploring alternatives to remediation. Journal of Developmental Education, 22(3), 2-4, 6, 8, 10. Retrieved July 4, 2004, from: http://www.ncde.appstate.edu/reserve_reading/V22-3alternatives_to_remediation.htm The article addresses issues related to the cost and time investment of providing remedial courses to college students and offers an overview of possible alternatives. Some criticisms of developmental education are examined and countered with evidence from research. Frequently employed current practices are outlined. More recent alternative approaches to course delivery and student support services are then reviewed, and their application to at-risk student needs is discussed. Recommendations for the actual implementation of alternatives are included. In addition to traditional approaches, developmental educators and developmental programs currently provide a variety of more innovative alternatives. Examples of these alternatives include freshmen seminar/orientation courses (Upcraft, Gardner, & Associates, 1989), Supplemental Instruction (Martin & Arendale, 1994), paired or adjunct courses (Commander, Stratton, Callahan, & Smith, 1996), collaborative learning communities (Tinto, 1997), and critical thinking courses and programs (Chaffee, 1992).

Arendale, D. (Ed.). (2005). Postsecondary peer cooperative learning programs annotated bibliography. [On-line]. Retrieved June 24, 2004, from http://www.tc.umn.edu/~arend011/bibdir.htm This database identifies more than 700 articles, book chapters, dissertations, and reports related to the six major postsecondary peer cooperative learning programs: Accelerated Learning Groups, Emerging Scholars Program, Peer-Led Team Learning, Supplemental Instruction, Structured Learning Assistance, and Video-based Supplemental Instruction. The documents provide program descriptions, evaluation studies, and identification of critical program features that should be implemented to achieve optimal program and student outcomes. The data is available both through a downloadable report as well as a searchable database.

In response to many of the trends areas identified earlier in thisblog series, a number of model practices have been identified that meet the needs of students admitted through academic access programs and the newly recognized needs of the general student population. While the need for academic access, developmental education, and learning assistance programs appears to be stable, if not increasing, the form of such services will probably need to evolve to meet the needs and requirements of students, institutions, policy makers, and the general public. A review of the history of this topic has confirmed that the language and form of programs have changed over time. The following is a sample of some of the emerging practices that are being adopted for use.