Developmental Education: Effective Programs and Teaching Strategies

1. Developmental Education: Effective Programs and Teaching Strategies Blake J. Renner, Ed.D. Jessica Erwin, M.S. Jacqui Hoke

2. Agenda • Introduction, the big picture • Underprepared college students • Developmental education • Best practices in the field • Franklin’s approach • Thoughts for the future • Questions

3. Introduction • Universities, from their conception, were designed as places where students came to find meaning in life, develop morally, and gain knowledge as an end in itself (Cohen, 1998). • However; students, past and present, have entered colleges and universities unprepared to handle the standards that were required of them to be successful (Mulvey, 2008).

4. Underprepared College Students • Underprepared college students are a continuing challenge for higher education institutions. • As a result of open enrollment policies, inadequate academic preparation for college does not prevent students from attending a college or university.

5. Underprepared College Students • Issues that cause students to enter institutions of higher education underprepared include but are not limited to… • Intensity and quality of high school courses • Inequities in college preparation opportunities • High school achievement gaps • Insufficient college persistence and completion Venezia, Callan, Finney, Kirst, and Usdan (2005)

6. Developmental Education • To address the needs of the underprepared student, institutions have implemented developmental education programs. • Developmental education and remedial education refer to coursework for underprepared students. • Although distinctions can be made between developmental education and remedial education, for the purposes of this study, these terms will be used interchangeably.

7. Developmental Education • Refers to a broad range of courses and services organized and delivered in an effort to help retain students and ensure the successful completion of their postsecondary education goals. • Remedial education courses • Student advising • Workshops and learning laboratories • Individualized instructions • Group and individual tutoring (Boylan & Bonham, 2007)

8. Characteristics of Successful Programs • Researchers have found that effective developmental programs shared certain characteristicsthat are central for designing successful interventions for underprepared students. • Levin and Koski (1998) • McCabe (2000) • McCabe (2003)

9. Levin and Koski (1998) • Motivation: • Building on student interests • Substance: • Building skills within a substantive or real-world context • Inquiry: • Developing students’ inquiry and research skills • Independence: • Encouraging students to be independent • Multiple Approaches: • Using collaboration and teamwork, technology, tutoring • High Standards: • Setting high standards and expectations • Problem Solving: • Viewing learning as a way of determining what needs to be learned • Connectiveness: • Emphasizing the links among different subjects and experiences • Supportive Context: • Recognizing that learning is a social activity that thrives on healthy social interaction, encouragement, and support.

10. McCabe (2000 & 2003) • McCabe (2000 & 2003) made the following recommendations for Developmental Education Programs: • Implement mandatory assessment and placement measures • Establish clearly specified goals and objectives • Embrace a variety of approaches and methods in program delivery • Establish an institution wide commitment to remediation • Commit to program evaluation and the dissemination of results

11. Student Success • Three major areas that have been identified to have a direct impact on student success in developmental education. • Organizational and administrative structures • Program components or instructional practices • Support services and strategies (Boroch et al., 2010; Boylan, 2002; Boylan & Bliss, 1997)

12. Organizational & Administrative Structures • Focus on the location, placement, coordination of coursework, assessment and evaluation, prioritizing developmental education, and funding. • Many of these researchers point to a diversified approach to assisting students in developmental educations.

13. Instructional Practices • Focus on faculty status, instructional strategies, program alignment to college-level coursework, and communication. • Active Learning • Creates student sense of responsibility for learning • Group Activities • Increases student interaction leading to persistence • Student Engagement • Increases student involvement and allows them to apply what is learned

14. Support Services • Focus on tutoring, academic support, and a centralized developmental education program. • Some researchers have called for a centralized developmental education program to provide: • Greater accessibility • Integrated support services • Motivated faculty • Research points to centralized programs adding to student retention and passage rates in developmental education (Boylan & Bliss, 1997).

15. Franklin University Approach • Selected appropriate name: University Foundations (UF) • Increased classroom interaction • Used TalismaCustomer Relationship Manager (CRM) for data and tracking • Held face-to-face New Student Orientation workshops • Established Academic Advisor advisory committee to UF • Created transition plan for marking and celebrating students' move out of University Foundations

16. Continued • Developed structured appointment content • Piloted 'Engage' success survey • Established Interdepartmental University Foundations Advisory Committee • Explored Peer mentoring & student interest groups • Pursued additional resources (Health insurance, computer access, transportation, childcare, other community support resources)  • Provided resources for Undecided students (HBDI Assessment) • Held events (Pancake breakfast to build and meet their support systems, etc.)

17. Thoughts for the Future • Continue to build and improve these initiatives • Expand group of students we serve • Create student experience map • Begin Peer Mentoring • Your thoughts?

18. Questions

19. References Boylan, H. (2002). What works: Research-based best practices in developmental education. Boone, NC: Continuous Quality Improve­ment Network/National Center for Develop­mental Education. Boylan, H.R. & Bliss, L.B. (1997). Program components and their relationship to student performance. Journal of Developmental Education, 20(3), 2-6. Boylan, H. R., & Bonham, B. S. (2007). 30 Years of developmental education: A retrospective, Journal of Developmental Education 30(3), 2-4. Boroch, D., Fillpot, J., Hope, L., Johnstone, R., Mery, P., Serban, A., Gabriner, R. S. (2007). Basic skills as a foundation for student success in California communitycolleges. Sacramento, CA: The Research and Planning Group for California Community Colleges, Center for Student Success. Retrieved from http://www.cccbsi.org/Websites/basicskills/Images/Lit_Review_Student_Success.pdf Cohen, A. M. (1998). The shaping of American higher education. San Francisco, CA: Jossey Bass Publishers Levin, H. & Koski, W. (1998). Administrative approaches to educational productivity. New Directions for Higher Education, 103, 9-21. McCabe, R. H. (2000). No one to waste: A report to public decision-makers and communitycollege leaders.Washington, DC: Community College Press. McCabe, R. H. (2003). Yes we can! A community college guide for developing America’sunderprepared. Phoenix, AZ: League for Innovation in the CommunityCollege. Mulvey, M. E. (2008). Under-prepared students: A continuing challenge for higher education. Research & Teaching in Developmental Education, 24(2), 77-87. Venezia, A., Callan, P. M., Finney, J. E., Kirst, M. W. & Usdan, M. D. (2005). The governance divide: A report on a four- state study on improving college readiness and success. The National Center for Public Policy and Higher Education. National Center Report #05-3