Beteiligte: | |
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In: | Journal of Basic Writing, 28, 2009, 2, S. 28-49 |
veröffentlicht: |
City University of New York
|
Medientyp: | Artikel, E-Artikel |
Umfang: | 28-49 |
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ISSN: |
0147-1635
|
veröffentlicht in: | Journal of Basic Writing |
Sprache: | Englisch |
Kollektion: | sid-55-col-jstoras14 JSTOR Arts & Sciences XIV Archive |
<p>The current economic and political environment has increased the pressure on higher education to deliver education that is cost-effective, standardized, and accessible. Summer bridge programs have traditionally been one of the economical ways to increase the access and retention of non-traditional, first-generation, or at-risk students. Retention efforts like summer bridge programs often require the collaboration of administrators and basic writing instructors who each may possess a different set of values and priorities. This article examines how administrators, basic writing instructors, and students define a successful summer bridge experience and how varying definitions of success influence programmatic revision.</p> |