ABSTRACT
Like the English department, the mathematics department had responded to the challenge of Open Admissions by developing a nonremedial college-level course that covered a wide range of topics. The urban affairs department developed a course in urban topics: students began with their own experiences, and through field work, specially selected readings, group discussions, and other directed activities, worked from the concrete to the abstract. Neither the social sciences division nor the humanities and arts division believed that remedial courses in their areas were appropriate. Tangible evidence of the motivational importance of credit was evident with the Freshman Seminar, which was the last remedial course to be considered by the Senate. The Problem Solving in the Sciences course, on the other hand, was initially taught in the conventional lecture format. The self-paced arithmetic course had the fewest adjustment problems. It was easily expanded, and highly motivated students could exit quickly.
