Academic Preparation

In order to prepare students for success, the college provides students with opportunities to develop any academic skills that may be needed before enrolling in certain credit-level courses. Credit courses have prerequisites that are fulfilled by academic preparation courses in reading and writing, mathematics, or English as a Second Language (ESL). This chapter describes the various academic preparation courses at the college and their placement policies and assessment.

Placement Testing

Placement tests often determine the courses into which students are initially placed. The scores on these tests determine the courses in which students are allowed to enroll; as such it is important that students prepare for these tests and take them seriously.

Please note that current placement tests are under review and subject to change or revision.

The Accuplacer placement test is an untimed, computer-based test with several sections. The reading and math sections are multiple-choice and evaluate Reading proficiency and Mathematics skills. The WritePlacer section is a single essay question, which evaluates English proficiency. The mathematics placement tests consist of “Arithmetic”, “Quantitative Reasoning, Algebra, and Statistics (QAS)”, and “Advanced Algebra and Functions (AAF)”.

The Michigan test is designed for non-native English speakers. This paper test includes grammar, vocabulary, reading comprehension, and a writing sample.

Scores from the Accuplacer and Michigan tests are used to determine college readiness in mathematics, reading, writing, and ESL. Placement may be determined by a combination of test scores and other factors such as a writing sample or other courses the student is eligible to take. Placement tests may be taken twice during a two year period. The higher score from either test will be used. Placement tests can only be taken before enrolling in a preparatory course or sequence. Students whose Michigan test score and writing sample do not place them into ESL-0081  will be referred to Transition ESL (for more information about Transition ESL, see About WDCE ).

For entering students who have completed the ACT or SAT these scores may be used in lieu of the Accuplacer and the Michigan test to determine initial course placement. For more information on how scores on these tests may impact initial placement, see Admission to College .

Alternative Placement Measures: The College offers an alternate placement measure for students who graduated from a Maryland public high school. Students with a final cumulative GPA of 3.0 or higher after graduating from a public high school in Maryland are exempt from taking developmental English and Math courses. See an advisor for more information.

Additional information is also available on the Testing Center website.

Academic Preparation Course Sequences

Students who successfully progress through the academic preparation sequence earn equivalent hours (EH) rather than credit hours. The EH is the college’s method for documenting completion of these preparation courses. Grades in these courses will affect financial aid eligibility but will not be counted toward graduation. EHs permit the accumulation, updating, and transfer of student’s academic records.

Other Considerations

Academic preparation courses may be available in several different formats. These formats include condensed courses taught in 5-weeks to 10-weeks, 12-weeks to 15-weeks, one-day-a-week, and online and hybrid formats. Selecting the right format is important as not all formats are right for every student. Summer classes are usually offered in a five-week format, meeting four days per week. Students who can concentrate on their academic workload with minimal job responsibilities tend to do well in this format. Students should expect to spend significant time on homework each day the class meets.

Most course sections are 12-15 weeks. These formats usually meet twice or more per week. This allows students a maximum amount of time to process the content and complete assignments. These formats are appropriate for most students, providing that they select a section appropriate for their work/life schedule.

Eight-week and 10-week classes are condensed and intensive. Classes in these formats usually meet for more time per session or more days per week. This requires students to grasp content quickly. Students who have received a B or higher in prerequisite courses or students with a strong academic background should consider this format.

Classes that meet once a week require students to be self-directed learners and schedule frequent study time between class meetings. Similarly, online and hybrid classes require students to be self-directed learners. Adherence to deadlines and proficiency with computers are critical to success in these course formats.

For all courses in the academic preparation sequences, starting with solid time management will build a firm foundation for success in college-level courses.

Developmental English

Beginning in fall 2018, all Developmental English (DVE) and Developmental Reading (DVR) courses will be replaced by Integrated Reading and Writing (IRW) courses. These courses combine reading and writing skills to streamline the developmental course sequence while still providing the preparation students need to succeed in credit-level courses. 

There are two Integrated Reading and Writing courses available: EGL-0080  (Foundations of College English) and EGL-0090  (Advanced Foundations of College English). Which course students take will be determined by a combined score of the Accuplacer Sentence Structure Test and the Accuplacer Reading Comprehension Test. Both courses help students develop the basic grammar and composition skills necessary for writing at the college level and prepare students for college-level reading. The relevant skills students will acquire include sentence and paragraph structure and short essay writing skills, along with vocabulary, comprehension, critical thinking, and study skills. When this sequence is completed, students will have met the prerequisite required for college-level English courses, as well as the reading proficiency prerequisite for many other college courses.

Successful completion of EGL-0080  or EGL-0090  is a prerequisite for EGL-1010 , but some college-level courses in other departments may be taken as corequisites with EGL-0090 . See Course Descriptions  for details.

ALP English

The PGCC English Department’s Accelerated Learning Program (ALP) allows students to enroll in a credit-bearing English course (EGL-1010 ) even as they receive additional, individualized instruction in their EGL-0100P  class.

ALP English (EGL) consists of two paired classes, EGL-1010P  (equivalent to EGL-1010 ) and EGL-0100P .

Each ALP student takes EGL-1010P  with 19 other students - 9 other ALP students and 10 students who placed directly into EGL-1010 . Immediately following the 1010 class session, ALP students meet for another class period (EGL-0100P ) with the other 9 ALP students and the same instructor they have for 1010. ALP students receive a grade for each course (EGL-0100P  and EGL-1010P ) and must successfully pass both courses in order to move on to Composition II.

ALP English is open only to students whose test scores indicate that they are prepared for a rigorous and accelerated English course. To be eligible for ALP, students must score between 148-168 on the Accuplacer test. (ALP eligibility may also be determined by a student’s performance in EGL-0080  or EGL-0090 .)

The ALP course offers several benefits to students. First, ALP allows students to enroll in a credit-bearing course (EGL-1010 ) even as they receive additional assistance in EGL-0100P . In addition, students have the same instructor for both EGL-1010P  and EGL-0100P , and sections of EGL-0100P  are limited to just 10 students. The small class size and consistent instructor allow for individualized instruction and an enhanced EGL-1010  experience for ALP students.

Placement and Courses 

The following table lists the placement scores that determine which IRW courses students will take:
 

*EGL-0100P is part of ALP (Accelerated Learning Program) and combines a credit-level EGL-1010  course with a developmental course. See ALP English above for more details.

It is important to note that EGL-0080 and EGL-0090 are not necessarily sequential courses. Many students will not need to take both courses. Students who are successful in either EGL-0080 or EGL-0090 may be eligible to take EGL-1010 the following semester. 

Important: Students who test into either EGL-0080 or EGL-0090 must enroll in the course within their first 15 billable credits at the college.

Additional DVE Sequence Information

For detailed course descriptions, see Course Descriptions .

Attendance Requirements

Students are expected to attend all regularly scheduled class meetings. Poor attendance may significantly impact the overall grade in the course.

Possible Grades and When Students Need to Repeat a Course

Content mastery is important for student success. Students must earn a grade of C (70%) or higher to advance to the next course.

Department Contact Information

For more information on the DVE sequence, contact the department chair or academic dean.

Developmental Reading

The Developmental Reading (DVR) sequence includes up to two courses, depending on a student’s initial placement. These courses enable students to become more effective and efficient readers of their college textbooks. The courses in this sequence develop the basic reading skills necessary for reading at the college level. These skills include vocabulary, comprehension, critical thinking, and study skills. When this sequence is completed, students will have met the reading proficiency prerequisite required for many college courses.

The following table provides an overview of the sequence and the order of reading courses leading to college-level courses. Note that the guidelines below are for students who place into only one developmental course. If students place into more than one developmental course, their initial placements may not reflect what is in the table. The starting point for the sequence varies by initial course placement.

Developmental Reading (DVR) Placement and Courses

Important: Students who test into any of the DVR courses are required to enroll in them in their first semester of attendance, and remain in the DVR sequence until it is completed.

Additional DVR Sequence Information

For detailed course descriptions, see Course Descriptions .

Attendance Requirements and Course Lab

Students are expected to attend all regularly scheduled class meetings. Poor attendance may significantly impact the overall grade in the course. In addition to the regular class meetings, all developmental reading students are required to complete 15 clock hours of lab activities in the Marlboro Learning Lab. Ten additional lab hours will be given to students by instructors.

Possible Grades and When Students Need to Repeat a Course

Content mastery is important for student success. Students earning less than 70 percent must repeat the course.

Department Contact Information

For more information on the DVR sequence, contact the department chair or academic dean.

Developmental Mathematics

Developmental Mathematics (DVM) includes up to four courses, depending on initial placement, that prepare students for success in college-level mathematics courses. The courses develop the basic quantitative and problem-solving skills necessary for mathematics at the college level. These skills include basic arithmetic operations, algebra skills including expressions, functions, and the solution of equations, and applications.

The following table provides an overview of the Developmental Mathematics courses leading to college-level courses. Note that the starting point varies by initial course placement.

Developmental Math (DVM) Placement and Courses

Important: Students who test into any of the DVM courses must enroll in the courses in their first 15 billable credits at the college and remain in the developmental mathematics sequence in each successive semester until MAT-0092  and/or MAT-0104  is completed.

DMS Redesign

The DMS has been redesigned to help students complete the sequence and be successful in credit-level mathematics courses needed to earn a degree. The redesigned MAT-0071  and MAT-0104 classes are very different from traditional mathematics classes. They meet in modular computer classrooms featuring an individualized computer-based program of study using a sequence of modules. Students must master the content of one module before moving to the next module. An instructor-tutor team is assigned to each class and provides students with guidance, facilitates mini-lessons, and provides students with supplemental learning activities as needed. This newly designed model offers students the opportunity to take an active role in the learning process and to progress more rapidly through the course sequence, possibly reducing the time required to complete developmental coursework.

Additional DVM Sequence Information

For detailed course descriptions, see Course Descriptions .

Developmental Mathematics Sequence

When students complete the Developmental Math Sequence (DMS), which could include MAT-0092 , and/or MAT-0104  (depending on initial placement), they will have met the prerequisite required for college-level mathematics courses.

DMS Redesign

The DMS has been redesigned to help students complete the sequence and be successful in credit-level mathematics courses needed to earn a degree. The redesigned DVM-0071  and MAT-0104 classes are very different from traditional mathematics classes. They meet in modular computer classrooms featuring an individualized computer-based program of study using a sequence of modules. Students must master the content of one module before moving to the next module. An instructor-tutor team is assigned to each class and provides students with guidance, facilitates mini-lessons, and provides students with supplemental learning activities as needed. This newly designed model offers students the opportunity to take an active role in the learning process and to progress more rapidly through the course sequence, possibly reducing the time required to complete developmental coursework.

Attendance Requirements and Course Lab

Students are expected to attend all regularly scheduled class meetings. Poor attendance may significantly impact concept mastery and the overall grade in the course. The Marlboro Learning Lab and the Mathematics Learning Center are available for students to work independently or with tutor assistance outside of class, though lab attendance is not a course requirement.

Possible Grades and When Students Need to Repeat a Course

Content mastery is important for student success. Students earning less than 80 percent must repeat the course.

Review Courses

Students often need a refresher or review course prior to enrolling in developmental mathematics. The following courses are available depending on placement criteria.

DVM-0021, Arithmetic and Algebra Review, is not part of the DMS. This course reviews material from DLS-0061 and DVM-0071 . The Accuplacer math placement exam is taken on the last day of the course, and the exam score determines placement in the appropriate DVM or MAT course.

DVM-0081, Elementary and Intermediate Algebra Review, is not part of the DMS. This course review includes material from DVM-0071  and MAT-0104. The Accuplacer math placement exam is taken on the last day of the course, and the exam score determines placement in the appropriate DVM or MAT course.

Department Contact Information

For more information on the DMS sequence, contact the department chair or academic dean.

English as a Second Language

The English as a Second Language (ESL) sequence includes up to eight courses, which upon completion enable students to participate successfully in college courses. Depending on initial assessment, English language learners are placed in various courses in academic English. The courses in this sequence develop reading, grammar, and writing, necessary for academic success.

There are two types of courses in the ESL sequence: grammar/writing and reading. Five classes focus on grammar and writing skills: ESL-0100 , ESL-0101 , ESL-0102 , ESL-0201 , and ESL-0202 . Reading skills are taught in ESL-0081 , ESL-0105 , and ESL-0106 .

Students placing into ESL-0105  or ESL-0106  may take the math placement test and enroll in math classes concurrently while taking their required ESL classes.  Likewise, students taking ESL-0106  may also enroll in INT-1010  and BIO-1010  simultaneously. They must speak with an advisor to choose courses appropriate for their major.

A grade of C constitutes a passing grade in ESL.

The following table provides an overview of the sequence and the order of courses leading up to college-level courses. These courses follow two tracks, the ESL grammar/writing track and the ESL reading track. Note that the starting point for the sequence varies by initial course placement.

English as a Second Language (ESL) Sequence Placement and Courses

¹ Students whose Michigan test score and writing sample do not place them into ESL-0100 /ESL-0081  will be referred to Transition ESL. For more information about Transition ESL, see About WDCE .

Additional ESL Sequence Information

For detailed course descriptions, see Course Descriptions .

Language Lab

All ESL students are required to complete 15 clock hours of lab activities. These will be explained in more detail on the course syllabi.

Possible Grades and When Students Need to Repeat a Course

Content mastery is important for student success. Students earning less than 70 percent must repeat the course.

Review or Accelerated Courses Alternatives

There are no review courses for the English as a Second Language sequence.

Department Contact Information

For more information on the ESL sequence, contact the department chair or academic dean.