Students show a grim face of panic when they hear about the decree to remove all remedial and developmental classes from all of Tennessee’s four year universities, effective Fall 2003.

Though it is not yet official, THEC (Tennessee Higher Education Council) has announced its intentions to enforce this policy across Tennessee. The reasoning behind such a decision is simple; easing the financial burden of Tennessee.

It is estimated that Tennessee spent some six million dollars on remedial and developmental classes alone last year at four year institutions. The position of the state is that students should be prepared for college level work upon acceptance, and those who are not would be better served at a community college.

For most campuses, this is not that big of a deal, as most other four year universities have a sister community college near campus. UTM does not fit this description, the closest community colleges are in Dyersburg and Jackson; an impractical distance for most students.

“It was also suggested that universities bring in community college professors to take over the developmental classes, but bringing in outside professors,” says Dr. J. Douglas Sterrett of Engineering and Natural Sciences, “is a last option because it promotes a loss of control over the quality of the courses as well as the professors.”

Four year institutions may choose to continue offering developmental courses, but the state will drop the funding of those to community college level; roughly half of the current level per credit hour. Dr. Tom Rakes, vice chancellor of academic affairs, estimates that UTM will lose $75,000 - $125,000.

The UTM faculty is obviously concerned with financial issues, but their main concerns seem to be with serving the students’ needs.

Although the program will be effective as of Fall 2003, Rakes, expects UTM to continue with its current classes through the year of 2003. The university will take the financial “hit” for at least one year to make sure that new programs are suitable for the students and the faculty.

Dr. Jerald Ogg, dean of The College Humanities and fine Arts, and Dr. Lynn Alexander, chair and professor in the English department, said that their department is modeling its reformation after various existing programs of other universities.

Basically, the plan is to restructure the developmental English courses into a course that constitutes college credit. The department is going to, “Beef it up”, replied Alexander.

The new courses will likely require a lab or workshop along with increased in-class work.

“Students will come out ahead,” said Ogg.

The new program is intended to help students progress at a higher pace, getting them equipped to handle papers for other classes more quickly. In addition, this new program will save students time and money.

Instead of spending two semesters on a course that counts for nothing, students will spend only one semester; and the course will count toward the degree requirements as an elective.

These new English courses are intended to be “transitional courses.” This increase in lab requirements is also expected to staff. So, for the 15 to 20 percent of students placing in a developmental English courses, the future looks bright.

As for the 45 percent of freshman placing in developmental math courses, the solution is not quite as “clear-cut”.

Currently, there are approximately 600 students enrolled in various developmental math courses. With this high percentage of students requiring developmental classes, the program restructure is a bit more complicated.

Sterrett says their department is, “working hard so that students who need math below 140 levels will be served.”

They are currently exploring all options and hope to have a resolution by February.

“It is my hope that through the faculty of Math & Statistics, we can find a way to reconstruct math 080 into a college level course which would become a prerequisite for math 140,” Sterrett said.

Students of UTM may be assured that the faculty of Math & Statistics has “the interest of the students at heart.” They are dedicated to finding a plausible solution, and are completely confident in doing so.

This THEC plan is not yet official, however, most expect it to be approved in the very near future. With the possibility of its implementation and the amount of time required to pass course changes, UTM is appropriately working quickly to come up with the best possible solution by February.

Rakes said he does not expect this to have any effect on the number of Fall 2003 incoming freshman. He expressed complete confidence in the faculty for resolving the issue and says he doesn’t think this will have any negative effects on UTM.

Along with these “beefed up” courses, UTM is sending a new message to all high schools.

“We are raising the bar”, said Dr. Katie High, vice chancellor of student affairs.

The college admission policies have already been renewed and approved for Fall 2003. Currently, UTM admission policy consists of the following:

1. A composite ACT score of 19 or above and a high school GPA of 2.25 or above.

2. A composite ACT score of 16 or above and a high school GPA of 2.60 or above.

As of Fall 2003, however, the requirements will rise. Regular admission will require:

1. A composite ACT score of 20 or above and a GPA of 2.40

2. A composite ACT score of 17 or above and a high school GPA of 2.75 or above.

A minimum score of 50 on the GED will also be effective.

There will also be changes in the conditional admissions policy. At present, conditional admission consists of:

1. A cumulative GPA of 2.25 or above and a composite ACT score of 14 or above, or

2. An ACT composite score of 19 or above, or

3. A cumulative high school GPA of 2.60 or above, or

4. Pass the general Education Development Test (GED) with a score of 45-49

However, beginning Fall 2003, a committee will review each student applying for conditional admission on an individual basis. Their transcripts will be reviewed and the student will be asked to provide letters of recommendation to address leadership qualities, extracurricular activities, community service and work history. All other characteristics of the student will be reviewed as well.

There are high hopes that these changes will positively influence the reputation of UTM while still serving the needs of students.

Consideration must also be made for those students scoring high in some subjects and yet still placing in developmental courses for others. “We want to provide free tutoring for student success”, says Dr. High. The university hopes for the Title 3 grant it applied for, which will provide much needed funding to the university, will help to fund this effort. It will also help to fund an increased advisory committee.

“We are fully committed”, said High, “to providing students with what they need to succeed.”

Hence, UTM students may rest assured that whatever changes come about, all were done so for the benefit of the students.

The faculty here at UTM has shown a unanimous, sincere concern for the students. They have expressed integrity and candor in every aspect of conduct, and have shown themselves completely competent to resolve this issue quickly and effectively without compromising the welfare of students.