Developmental Education: Effective Programs and Teaching Strategies

Blake J. Renner, Ed.D.Jessica Erwin, M.S.Jacqui Hoke

Agenda

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

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).

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.

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 completionVenezia, Callan, Finney, Kirst, and Usdan (2005)

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.

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)

Characteristics of Successful Programs•Researchers have found that effective

developmental programs shared certain characteristics that are central for designing successful interventions for underprepared students.▫Levin and Koski (1998)▫McCabe (2000)▫McCabe (2003)

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.

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

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)

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.

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

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).

Franklin University Approach1. Selected appropriate name: University

Foundations (UF)2. Increased classroom interaction3. Used Talisma Customer Relationship Manager

(CRM) for data and tracking4. Held face-to-face New Student Orientation

workshops5. Established Academic Advisor advisory committee

to UF6. Created transition plan for marking and

celebrating students' move out of University Foundations

Continued7. Developed structured appointment content8. Piloted 'Engage' success survey9. Established Interdepartmental University

Foundations Advisory Committee10.Explored Peer mentoring & student interest groups11.Pursued additional resources (Health insurance,

computer access, transportation, childcare, other community support resources) 

12.Provided resources for Undecided students (HBDI Assessment)

13.Held events (Pancake breakfast to build and meet their support systems, etc.)

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?

Questions

ReferencesBoylan, H. (2002). What works: Research-based best practices in developmental education. Boone, NC: Continuous

Quality Improve ment Network/National Center for Develop mental 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 community colleges. Sacramento, CA: The Research and Planning Group forCalifornia Community Colleges, Center for Student Success. Retrieved fromhttp://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 PublishersLevin, 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 community college leaders. Washington,

DC: Community College Press.McCabe, R. H. (2003). Yes we can! A community college guide for developing America’s underprepared. Phoenix, AZ:

League for Innovation in the Community College.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 HigherEducation. National Center Report #05-3