The MAHE Journal, 1998.

This annual serial issue of the Maryland Association for Higher Education (MAHE) contains seven papers on developmental education programs and other academic support services at postsecondary institutions in Maryland. The papers are: (1) "Report of the Remedial Education Subcommittee, Maryland Partnership for Teaching and Learning, K-16 Work Group" (Charlene R. Nunley), which presents 18 recommendations including replacement of the term "remedial" with "developmental"; (2) "The Maryland Community College Skills Assessment Project" (Sandra W. Tomlinson), which reports on efforts to reform and standardize assessment efforts; (3) "Innovation and Achievement in Educational Development at Prince George's Community College" (David P. James, Craig A. Clagett, Margaret A. Taibi), which describes implementation of enhancements to that institution's developmental education program during 1996-98; (4) "Improving Minority Student Success: Crossing Boundaries and Making Connections Between Theory, Research, and Academic Planning" (Morris Keaton, Craig A. Clagett, Isa N. Engleberg), which describes efforts to study and improve the academic success of minority students; (5) "The Changing Picture of the Legality of Affirmative Action Programs in Student Admissions and Financial Aid" (Shin Lin), which summarizes the legal status of affirmative action in student admissions; (6) "Two Weeks vs. Two Years of Developmental Mathematics" (Roxann King), which describes brief review courses students take just prior to taking college mathematics courses; and (7) "Study Skills Make a Difference in Developmental Mathematics" (Yvonne Seon and Roxann King), which describes a series of workshops at Prince George's County Community College for at-risk developmental mathematics students. (Individual papers contain references.) (DB)