Group items tagged

By Michael W. Galbraith, and Melanie Jones in Journal of Developmental Education; 30.2 (2006): 20-27. Author's abstract: This article suggests that a balance of the art and science of teaching is essential if the learning and teaching process is to be a meaningful and rewarding educational journey. This notion is explored through a dialogue, held over a 3 year period, with a developmental mathematics instructor at a community college who discovered that technique alone was not sufficient to becoming a good instructor. An unusual situation occurred as a result of the dialogue: Discussion of research-based literature on college teaching and personal experiential reflectivity merged and resulted in an organizing framework for understanding the artistic and mechanic elements of effective instruction. Full text by subscription. Check with your local library. This is a link to the TOC on the National Center for Developmental Education's website.

By Carl J. Jung (2005) in Journal of Developmental Education; 28.3 (2005): 2-11. Author's Abstract: The guiding premise of this article is that developmental education and learning assistance programs will continue to be undervalued and vulnerable as long as there is no overarching, shared theoretical framework that practitioners can (and want to) call their own. The traditional approach to addressing this theory crisis has been to import theories from outside the field. This article presents an alternative approach. Advantages and benefits of a practice-oriented approach are identified and briefly discussed. Full text by subscription. Check with your local library. This is a link to the TOC on the National Center for Developmental Education's website.

By Jay Matthews in the Class Struggle column, The Washington Post, May 5 2011. Matthews writes about the recently published study, Assessing Developmental Assessment in Community Colleges (see tag assess_study), which finds that it might be the assessment process itself that is failing developmental ed students, rather than the content or delivery of the developmental ed courses.

by Rose Asera, October 2011. Full report available to download. Case study report describes Virginia's process of redesigning developmental education system-wide. To start, developmental mathematics will be taught as a series of nine one-credit modules, with students taking only the modules they need. (originally bookmarked in GPG group)

By Hunter R. Boylan, National Center for Developmental Education; published by Continuous Quality Improvement Network with the NCDE, 2002.

SB finds Boylan's "is the best book I know of that specifically addresses the developmental classroom and what works."

Developmental Education - Beyond Remediation through Maricopa Center for Learning and Instruction. "The purpose of the Summer Institute is to give those who work with developmental students the theory and practical applications to improve the success, retention, and persistence rates of their students."

On Faculty Inquiry Network. This page links to an article written by Katie Hern and Myra Snell for RP Group's statewide newsletter, Perspectives. The article, Exponential Attrition and the Promise of Acceleration, June 2010, argues that attrition can be guaranteed in long developmental sequences and presents evidence that one semester, open-access courses are a way to increase student completion rates in college-level English and math.

CCRC brief #40, published by Community College Research Center (CCRC) at Teachers College, Columbia University, Feb 2009. The brief, based on a longer paper, finds that developmental education is not particularly effective, and recommends for broad reforms better assessment, tracking students through early college years, and blurring the line between "developmental" and "college-level" students. The full paper is available as a PDF from this page.

By Lisa W. Foderaro in the N.Y./Region section of The New York Times, March 3 2011. Dr. Gail Mellow is quoted in the article: "I embrace developmental education because it pivots lives." NOTE: The article contains some important current statistics about remedial and developmental ed needs in the CUNY system.

M.Z. posted this to the March 2011 Coffee Klatch.

By Kara Spak, Chicago Sun-Times, May 31, 2011. This article cites a recent report released by the Alliance for Excellent Education, which finds that "as many as one-third of students entering higher education need to take some sort of remedial or developmental course...." Putting a human face on these statistics is the profile of one student who graduated from high school with a 3.0 GPA and a B in "College Algebra" but still needed to take a non-credit developmental math course when she got to community college.

By Tom Bissonette in The Chronicle of Higher Education, Commentary, August 14, 2011. The author brings attention to the fact that many students enter college with a variety of developmental issues and that these are not properly addressed. Faculty members are often lacking pedagogical education and knowledge of human development. The author argues for assessment of incoming students in several areas, including academic ability, social skills, study skills, vocabulary, general knowledge, work history, and community involvement. Results of these assessments would be used to identify appropriate support. The author believes that the concept of retention is misguided. When faculty and administration partner with students on the front end, the odds decrease that students will be unable to persist.

J.E.C. mentioned article in Summer 2011 Coffee Klatch

By Galbraith, Michael W. and Melanie Jones. In Journal of Developmental Education; 30.2 (2007): 20-27. This was one of the pre-camp reading assignments, and is available on Polilogue. Article is available for purchase or may be available through document delivery in your college's library.

By Chung, C.J. In Journal of Developmental Education; 28.3 (2005): 2-11. This was one of the pre-camp reading assignments, and is available on Polilogue. Article is available for purchase or may be available through document delivery in your college's library.

Saxon, D. P., Levine-Brown, P., & Boylan, H. R., from Research in Developmental Education, 2008 .

By Gerlaugh, Thompson, Boylan, & Davis. Published in Research in Developmental Education, 2007.

Levine-Brown, P., Bonham, B.S., Saxon, D. P., & Boylan, H. R., from Research in Developmental Education, 2008.

NADE seeks to improve the theory and practice of developmental education at all levels.

By Hunter Boylan, published as Working Paper 8 for the Council for Advancement of Adult Literacy, December 2004. With a national scope, the paper examines the relationship between developmental and adult education in community college settings, the nature of collaboration between the two programs, and the characteristics that foster collaboration.

By Garry Boulard in Community College Times, published May 4 2010. The article looks at the finding that, the more times a student takes a specific developmental math course, the less likely he or she is to pass it. Quotes Paul Nolting, learning specialist, enrollment services advisor, and author of Winning at Math: Your Guide to Learning Mathematics Through Successful Study Skills.

GSCC faculty member Michelle Zollars is quoted.

By Elizabeth M. Zachry, December 2008. Achieving the Dream model of instructional reform implemented for developmental education courses at three community colleges: Guilford Technical Community College in Greensboro, North Carolina; Mountain Empire Community College in Big Stone Gap, Virginia; and Patrick Henry Community College in Martinsville, Virginia.