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 completion Venezia, 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 Approach 1.Selected appropriate name: University Foundations (UF) 2.Increased classroom interaction 3.Used Talisma Customer Relationship Manager (CRM) for data and tracking 4.Held face-to-face New Student Orientation workshops 5.Established Academic Advisor advisory committee to UF 6.Created transition plan for marking and celebrating students' move out of University Foundations

Continued 7.Developed structured appointment content 8.Piloted 'Engage' success survey 9.Established Interdepartmental University Foundations Advisory Committee 10.Explored Peer mentoring & student interest groups 11.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

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 community colleges. Sacramento, CA: The Research and Planning Group for California Community Colleges, Center for Student Success. Retrieved from 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, 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), 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