At the CRLA National Conference I shared a presentation on common practices among outstanding developmental education and learning assistance units across the U.S. A handout of the most essential slides from the presentation is attached to this blog posting. Click on the following web link to download a PDF. It is a large file so please be patient for it to donwload. Enjoy. Download file
I am making a concurrent presentation at the annual Noel-Levitz Conference on Student Recruitment, Retention, and Marketing today. The topic is on Universal Instructinoal Design (UID), an approach to education that seeks to reduce barriers to learning for all students enrolled in a class. In the past, a traditional model has been to provide accommodations for students with a disability that made a request for help. UID is a proactive approach that states that many accommodations that were formerly provided for only a few in the class would actually benefit everyone in the course.
Such UID actions can be relatively simple such as providing extended time for all students in the class to complete exams. Taking the time pressure out of the assessment process increases the comfort level of students that lead to higher achievement on exams as well as a less stressful experience for students. Other UID actions can be substantial such as providing alternative ways to access course material through computer tutorials and the like.
Our University received a UDSOE federal grant to explore how to practically implement UID within both the classroom as well as student services in postsecondary education. For copies of my conference handouts, PowerPoint slides, and web links to our grant web site, please click on the following, http://nl2007.arendale.org Please post comments about UID to this blog page and let's continue the conversation;.
Take care,
David
Greetings,
It has been some time since my last posting to this blog page. It has been a busy fall term with several major teaching tasks. One of the exciting experiments for the fall academic term has been the introduction of a weekly Internet podcast that provides an academic enrichment and academic support for my introduction to world history course. This course is primarily taken by first smester, first-year students. It has been a fascinating experiment to see how this and other Web 2.0 learning tools (like wiki web pages) could be an asset for anyone in the course, whether or not they were academically-underprepared. It is too early to report on the utility, though early reports appear favorable from the students.
If you are interested in learning more about this experiment with podcasting, please go to the following web site, http://podcasting.arendale.org I have prepared two online narrated PowerPoint presentations. one is a basic overview of podcasting. The other presentation describes using the technology in education. I share some of the ways that I am experimenting with this technology. In addition to these presentations, I also provided nearly a dozen handouts on podcasting in general and information about my history podcast in particular. Many of the handouts have active web links embedded inside of them, so all you need to do is to click on the links and you will be taken to the web sites.
I plan to return to more regular postings to this blog page. I have plenty of new articles and reports that I have read in the past couple of months. I look forward to sharing some short abstracts of them. Many of these publications are available through the Internet so I will include their web addresses.
Wilcox, K. S., delMas, R. C., Steward, B., Johnson, A. B., & Ghere, D. (1997). The "package course" experience and developmental education. Journal of Developmental Education, 20(3), 18-20, 22, 24, 26.
The effect of package courses-based on the learning community model-on several educational outcomes was investigated for linked courses: a content course; an academic success/study skills course; and, in some cases, a noncredit math course. Package course students earned higher student outcomes and additional qualitative benefits were observed at the General College of the University of Minnesota.
Tinto, V. (1998). Leaning communities and the reconstruction of remedial education in higher education. Journal of Higher Education, 68(6), 599-623. A version of the document retrieved July 4, 2004, from: http://soeweb.syr.edu/faculty/vtinto/files/%20 Learning %20Better%20Together.pdf
The author suggests that variations of learning communities are more effective than stand-alone remedial courses for underprrepared students. A number of institutions have successful concurrently enrolled developmental students in reading courses that are linked to an academic content course which result in higher student outcomes than students enrolled in classes where the curriculum is not coordinated.
Stansbury, S. (2001). Accelerated Learning Groups enhance Supplemental Instruction for at-risk students. Journal of Developmental Education, 24(3), 20-22, 24, 26, 28, 40.
In order to both increase Supplemental Instruction (SI) attendance by a wider range of students and improve academic achievement, Accelerated Learning Groups (ALGs) were developed. A pilot study investigated whether at-risk students who participated in an ALG/SI combination demonstrated higher self-efficacy and SI attendance than those who participated in only SI. Results suggested that at-risk students were more likely to participated in 12 or more SI sessions if they attended an ALG/SI combination than if they attended only SI. In addition, the range of final grades was higher for those who attended an ALG/SI combination than for those who attended only SI. The development of prerequisite skills was essential for the efficacy of SI to serve academically underprepared students who may shun the very academic intervention that would be of most help to them. Additional research is warranted to investigate this area.
Stahl, N. A., Simpson, M. L., Hayes, C. G. (1992). Ten recommendations from research for teaching high-risk college students. Journal of Developmental Education, 16(1), 2-4, 6, 8, 10.
One of the most cited articles in developmental education, the authors drew on recent research to identify critical practices related to higher student outcomes for students who are academically underprepared.
Muraskin, L. (1997). "Best practices" in Student Support Services: A study of five exemplary sites. Washington, D.C.: U.S. Department of Education. (ERIC Document Reproduction Service No. ED416784). Report summary retrieved April 9, 2005, from http://www.ed.gov/offices/OUS/ PES/higher/sss4.html
This report examines "best practices" in the delivery of Student Support Services (SSS), one of the Special Programs for Disadvantaged Students collectively known as the TRIO programs. The study is based on case studies that were conducted in five local SSS projects during early 1996. The five projects were drawn from 30 projects in the National Study of Student Support Services, a longitudinal survey of students begun in 1991.
Simpson, M. L., Stahl, N. A., & Francis, M. A. (2004). Reading and learning strategies: Recommendations for the 21st century. Journal of Developmental Education, 28(2), 2-4, 6, 8, 10-12, 14-15, 32.
This is a follow-up to the widely cited publication from Stahl, Simpson, and Hayes (2000) that identifies more critical practices that improve outcomes for students participating in developmental education activities and programs.
Martin, D. C., & Blanc, R. (2001). Video-based Supplemental Instruction. Journal of Developmental Education, 24( 3), 12-14, 16, 18, 45.
Developed at the University of Missouri-Kansas City, Video-based Supplemental Instruction is an interactive information processing and delivery system that helps academically at-risk students master rigorous course content as they concurrently develop and refine reasoning and learning skills. Rather than requiring prerequisite enrollment in a traditional developmental course, VSI is a learning system that mainstreams the best practices of developmental education into historically-difficult core curriculum courses such as Western Civilization I, College Algebra, or General Chemistry. The VSI program has been replicated at other institutions in the U.S. and abroad at the secondary and postsecondary level.
Koski, W. S., & Levin, H. M. (1998). Replacing remediation with acceleration in higher education: Preliminary report on literature review and initial interviews. Stanford, CA : National Center for Postsecondary Improvement. Retrieved July 4, 2004, from: http:// www.stanford.edu/group/ncpi/documents/pdfs/4-01_remediation.pdf
The authors offer recommendations for alternative delivery systems for remedial and developmental education. Part of the recommendations are based on the successful model of the Accelerated Schools Movement that makes systematic changes within a school district resulting in improved the academic achievement of at-risk elementary and secondary students. Some of the recommended models are: linked/paired courses; Supplemental Instruction; learning communities; critical thinking programs; and student-centered instruction/individualized learning. A number of institutional success stories are cited included General College of UM. Another summary of the report can be retrieved from http://www.finarticles.com/cf_0/m1254/1_31/54051232/print.jhtml.
Clark-Thayer, S. (Ed.). (1995). NADE self-evaluation guides: Models for assessing learning assistance/ developmental education programs. Clearwater, FL: H&H Publishing.
These guides were field tested with programs across the U.S. and identify best practices for tutoring, adjunct instructional programs, developmental education courses, and the teaching/learning process. A new edition with updated and expanded best practices in each of these areas will be available in Spring 2007 from H&H Publishing.
Farmer, V. L., & Barham, W. A. (Eds.). (2001). Selected models of developmental education programs in higher education. New York: University Press of America.
This book identifies best practices in developmental education in the following areas: affective and cognitive support services, curriculum and instruction, assessment and evaluation, and integrating developmental programs within the institution.
Center for Research on Developmental Education and Urban Literacy. (2005). Homepage. [Online]. Minneapolis, MN: Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota. Retrieved April 9, 2005, from http://www.gen.umn.edu/research/crdeul/
CRDEUL is a national center for research on practices related to more effective developmental education practices. It publishes an annual monograph on a specific topic related to best practices related to DE, a periodic eNewletter, and conducts periodic training workshops and conferences. Monographs and books which can be downloaded include: theoretical perspectives for DE; histories of DE; exploring urban literacy and DE; multiculturalism in DE; best practices in access and retention in higher education; Multicultural Awareness Project for Institutional Transformation (MAP-IT); and Curriculum Transformation and Disability (CTAD), implementing universal design in higher education. CRDEUL recently published The General College vision: Integrating intellectual growth and student development. This 600 page book that identifies best practices in developmental education that were implemented throughout the curriculum and student services at General College at the University of Minnesota.
Casazza, M. E., & Silverman, S. L. (1996). Learning assistance and developmental education: A guide for effective practice. San Francisco: Jossey-Bass. These authors identify best practices in developmental education and provide examples from exemplary programs across the U.S. This is one of the most comprehensive books on the subject and is used as a textbook at several colleges for course related to the field.
Boylan, H., Bliss, L. B., & Bonham, B. S. (1997). Program components and their relationship to student performance. Journal of Developmental Education, 20 (3). Retrieved July 30, 2006, from http://www.ncde.appstate.edu/reserve_reading/program_components.html This provides a summary of the findings of the Exxon National Survey of Developmental Education. The findings from this reserach is contained in the 2002 book by Boylan cited earlier in this blog series..
I am just back from presenting a session at the 2006 Noel Levitz Conference on Student Retention that was hosted in Denver, CO. It has been a few years since I had presented at the conference, but the same mix of veterans and new people were in attendance as usual. I was impressed by the number of major scholars who were presenting this year such as Wes Habley from ACT, John Schuh, and the rest. The scholarship concerning student retention continues to increase. I recommend the conference highly for anyone who is interested in seeing the best models for both attracting and retaining college students.
The following link takes you to a webpage I created to accompany a presentation that I made at the 2006 Noel Levtiz National Conference on Student Retention. The presentation focused on the use of Universal Instructional Deisng to improve the classroom experience for all students and thereby increase student retention rates. Please follow the link to http://nl3006.arendale.org
Boylan, H. R. (2002). What works: Research-based best practices in developmental education. Boone, NC: Continuous Quality Improvement Network with the National Center for Developmental Education.. A summary of this document retrieved July 30, 2006 from http://www.ncde.appstate.edu/reserve_reading/what_works.htm The book is based upon the Exxon National Study of Developmental Education which was the most comprehensive study conducted. Best practices were identified through analysis of student outcomes of nearly 150 institutions across the U.S. For example, the following instructional practices were identified as best practices: learning communities; accommodation of diversity through varied instructional methods; use of Supplemental Instruction; provide frequent testing opportunities; use of technology in moderation; provide frequent and timely feedback; use of mastery learning; link developmental course content to college level requirements; share instructional strategies; teach critical thinking; teach learning strategies; use active learning techniques; and use classroom assessment techniques.
Boylan, H. R. (1999). Exploring alternatives to remediation. Journal of Developmental Education, 22(3), 2-4, 6, 8, 10. Retrieved July 4, 2004, from: http://www.ncde.appstate.edu/reserve_reading/V22-3alternatives_to_remediation.htm
The article addresses issues related to the cost and time investment of providing remedial courses to college students and offers an overview of possible alternatives. Some criticisms of developmental education are examined and countered with evidence from research. Frequently employed current practices are outlined. More recent alternative approaches to course delivery and student support services are then reviewed, and their application to at-risk student needs is discussed. Recommendations for the actual implementation of alternatives are included. In addition to traditional approaches, developmental educators and developmental programs currently provide a variety of more innovative alternatives. Examples of these alternatives include freshmen seminar/orientation courses (Upcraft, Gardner, & Associates, 1989), Supplemental Instruction (Martin & Arendale, 1994), paired or adjunct courses (Commander, Stratton, Callahan, & Smith, 1996), collaborative learning communities (Tinto, 1997), and critical thinking courses and programs (Chaffee, 1992).
Arendale, D. (Ed.). (2005). Postsecondary peer cooperative learning programs annotated bibliography. [On-line]. Retrieved June 24, 2004, from http://www.tc.umn.edu/~arend011/bibdir.htm
This database identifies more than 700 articles, book chapters, dissertations, and reports related to the six major postsecondary peer cooperative learning programs: Accelerated Learning Groups, Emerging Scholars Program, Peer-Led Team Learning, Supplemental Instruction, Structured Learning Assistance, and Video-based Supplemental Instruction. The documents provide program descriptions, evaluation studies, and identification of critical program features that should be implemented to achieve optimal program and student outcomes. The data is available both through a downloadable report as well as a searchable database.
In response to many of the trends areas identified earlier in thisblog series, a number of model practices have been identified that meet the needs of students admitted through academic access programs and the newly recognized needs of the general student population. While the need for academic access, developmental education, and learning assistance programs appears to be stable, if not increasing, the form of such services will probably need to evolve to meet the needs and requirements of students, institutions, policy makers, and the general public. A review of the history of this topic has confirmed that the language and form of programs have changed over time. The following is a sample of some of the emerging practices that are being adopted for use.
Stratton, C. B. (1998). Transitions in developmental education: Interviews with Hunter Boylan and David Arendale. In J. L. Higbee, & Dwinell. Patricia L (Eds.), Developmental education: Preparing successful college students (pp. 25-36). Columbia, SC: National Resource Center for The First-Year Experience & Students in Transition.
Damashek, R. (1999). Reflections on the future of developmental education, Part I. Journal of Developmental Education, 23(1), 18-20, 22, 35. Current and former leaders of NADE were interviewed about the future.
Continue reading "Interview with national leaders about college access, Part I" »
Callan, P. M. (2000, Fall). An interview: Robert McCabe. National Crosstalk, Retrieved July 4, 2004, from: http://www.highereducation.org/crosstalk/ct1000/interview1000.shtml Robert McCabe is a national leader in the community college movement.
Continue reading "An interview with Robert McCabe about developmental education" »