Peter Adams developed the Accelerated Learning Program (ALP) at the Community College of Baltimore County, where the first sections were offered in 1997. Since then, he has consulted at more than 200 colleges and universities that are considering adopting ALP or one of the other co-requisite models. While recognizing the importance of designing an effective co-requisite program and coordinating that program with other parts of the campus, Peter believes that equally important is robust faculty development to help faculty integrate reading and writing, employ active learning, address non-cognitive issues, and coordinate the syllabi of the credit and the support classes.
In the last decade or so, most of us working in developmental education have recognized that the work we have been devoting so much energy to has not produced nearly as much success for our students as we had hoped. As a result of this realization, there has been much pressure to improve our success rates—much of it from outside sources, but much of it also from ourselves. No one is happy when two thirds of developmental students never pass the credit-level course for which they are being “developed.”
The Accelerated Learning Program (ALP) more than doubles the success rate for developmental writers compared to traditional pre-requisite approaches, and other co-requisite models have produced similar results.