Download or read book Selected Models of Developmental Education Programs in Higher Education written by Vernon L. Farmer and published by . This book was released on 2001 with total page 560 pages. Available in PDF, EPUB and Kindle. Book excerpt: Selected Models of Developmental Education Programs in Higher Education includes models that are based on defendable theories about how students grow and develop at all levels of the learning continuum. These models emphasize the theories and concepts that underlie developmental education as a field of practice and research with a theoretical foundation in developmental psychology and learning theory. The theory-based models consist of methods and techniques for implementing developmental education activities and ways of creating environments intended to improve developmental students' learning outcomes. These models include a rationale, a theory that justifies the models and an explanation of how the models are designed. The rationale is supported by empirical evidence that the models work. These models were selected because they represent varied frames of reference toward educational goals and objectives. Therefore, this book is a valuable resource for scholars, researchers, educators, and practitioners seeking to improve developmental students' learning outcomes in developmental education programs, in institutions of higher education.
Download or read book Higher Education Landscape 2030 written by Dominic Orr and published by Springer Nature. This book was released on 2020-05-22 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access Springer Brief provides a systematic analysis of current trends and requirements in the areas of knowledge and competence in the context of the project “(A) Higher Education Digital (AHEAD)—International Horizon Scanning / Trend Analysis on Digital Higher Education.” It examines the latest developments in learning theory, didactics, and digital-education technology in connection with an increasingly digitized higher education landscape. In turn, this analysis forms the basis for envisioning higher education in 2030. Here, four learning pathways are developed to provide a glimpse of higher education in 2030: Tamagotchi, a closed ecosystem that is built around individual students who enter the university soon after secondary education; Jenga, in which universities offer a solid foundation of knowledge to build on in later phases; Lego, where the course of study is not a monolithic unit, but consists of individually combined modules of different sizes; and Transformer, where students have already acquired their own professional identities and life experiences, which they integrate into their studies. In addition, innovative practice cases are presented to illustrate each learning path.
Download or read book Student Success in Community Colleges written by Deborah J. Boroch and published by Jossey-Bass. This book was released on 2010-02-22 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: As changing demographics bring underprepared students to college, higher education institutions are growing concerned about basic skills education. Student Success in Community Colleges: A Practical Guide to Developmental Education provides a self-assessment instrument, investment modeling tools, and practices to succeed in community college. Compiled with over two-hundred-and-fifty published sources and thirty years of research, this guidebook explores administrative obstacles to learning and shows practical ways for faculty to modify teaching and supportive services for immediate improvement.
Download or read book N C D E National Research Project on Developmental Education written by Appalachian State University. National Center for Developmental Education and published by . This book was released on 1992 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Study of Developmental Education was funded by the Exxon Education Foundation. The project was designed to assess the efficacy of various courses and services provided in support of underprepared students enrolled in American colleges and universities. The initial study ran from 1989 through 1997 and examined various developmental program activities and outcomes from a randomly selected sample of 150 institutions and 6,000 students. The major goals were to identify the state of the art in developmental education, identify effective teaching and learning strategies, identify effective models for the delivery of developmental and learning assistance services, and identify future research issues for the field. Findings have been presented at a variety of professional conferences and have appeared in Research In Developmental Education and the Journal of Developmental Education.
Download or read book Postsecondary Developmental Programs written by Louise M. Tomlinson and published by School of Education and Human Development University. This book was released on 1989 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Promising Practices in Developmental Education written by Bobbie E. Frye and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "'Remedial [developmental] courses have been a fixture in American community colleges since these institutions first appeared in post-secondary education at the turn of the twentieth century.' It seems like a logical instructional model: developmental education is designed to provide students who lack prerequisite skills the means to remediate these skills to progress to college-level coursework in the respective areas. Community colleges have open admissions policies, which allow for students that are not prepared for college-level work to enroll in college programs. As such, community college students often need remediation and academic assistance to succeed in college. In the past decade, community colleges have engaged in a number of new approaches designed to improve student progress in and completion of developmental coursework. The ultimate goals of reform are students' increased success in college coursework and increases in overall student success and completion outcomes. As such, this issue is dedicated to developmental education reform. While many chapters discuss specific areas of institutional and statewide reform, the chapters end with actionable recommendations for a broad audience, including practitioners and policy makers"--Editors' Notes
Download or read book What Works written by Hunter R. Boylan and published by . This book was released on 2002 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Review and Assessment of Selected Developmental Education Programs at a Public Four year Institution written by John D. Osborn and published by . This book was released on 2006 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Measuring Success written by Jack Buckley and published by JHU Press. This book was released on 2018 with total page 341 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Once touted as the single best way to measure students from diverse backgrounds, schools, and experiences, standardized college admissions tests are now criticized for being hopelessly biased in favor of traditionally privileged groups. Out of this has emerged the test-optional movement that seeks to allow students to apply to schools without sitting through the rigors of the SAT. This book takes a step back and applies rigorous empirical measurements to these rival claims. Drawing upon the expertise of higher education researchers, admissions officers, enrollment managers, and policy professionals, this edited volume is among the first to investigate the research and policy implications of test-optional practices. It was conceived in response to the editors' frustration with the fragmented and incomplete state of the literature around the contemporary debate on college admissions testing. Many students, teachers, parents, policymakers--frankly, nearly anyone immediately outside the testing industry and college admissions--have little understanding of how admissions tests are used. This lack of transparency has often fueled beliefs that college assessments are biased, misused, or overused. Decades of research on various aspects of testing, such as the predictive validity of assessments, makes a compelling case for their value. But all-too-frequently researchers and admissions officers talk past one another instead of engaging substantively. This collection intends to remedy the situation by bringing these disparate voices together. This book is designed for provosts, enrollment managers, and college admissions officers seeking to strike the proper balance between uniformity and fairness"--
Download or read book Developmental Education written by Hunter R. Boylan and published by Bedford/St. Martin's. This book was released on 2014-02-14 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental Education: Readings on Its Past, Present, and Future offers twenty-two selections on historical efforts to serve underprepared students, on the state of developmental education today, and on innovative practices and possible directions for the future. Compiled by Hunter R. Boylan, Director of the National Center for Developmental Education (NCDE) and a professor of Higher Education at Appalachian State University, and Barbara S. Bonham, a professor in the Department of Leadership and Educational Studies at Appalachian State University, each chapter also includes introductions and questions for discussion and reflection.
Download or read book Best Practices in Online Program Development written by Elliot King and published by Routledge. This book was released on 2014-11-20 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: Best Practices in Online Program Development is a practical, hands-on guide that provides the concrete strategies that academic and administrative departments within institutions of higher learning need to develop in order to create and maintain coherent and effective online educational programs. Unlike individual courses, an online education program requires a comprehensive, inter-departmental effort to be integrated into the ongoing educational project of a college or university. This book focuses on the: Integration of online education into the institutional mission Complex faculty-related issues including recruiting, training, and teaching Multifaceted support required for student retention and success Need for multilayered assessment at the course, program, technical, and institutional levels Challenges posed to governance and by the need to garner resources across the institution Model to insure ongoing, comprehensive development of online educational programs Best Practices in Online Program Development covers the above topics and more, giving all the stakeholders in online educational programs the building blocks to foster successful programs while encouraging them to determine what role online education should play in their academic offerings.
Download or read book Schools for Growth written by Lois Holzman and published by Routledge. This book was released on 2016-05-06 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: A passionate deconstruction and reconstruction of learning, development, and schooling that urges teachers to explore and create new educational opportunities for themselves and their students, Schools for Growth: Radical Alternatives to Current Educational Models asks the following questions: Can we create ways for people to learn the kinds of things that are necessary for functional adaptation without stifling their capacity to continuously create their growth? Can schools become environments that support children to perform not only as learners but as developers of their lives? This book challenges educators to look at the deeply-rooted assumptions about schooling, learning, and development and urges that the way psychology and education have constructed our conceptions of what it means to teach, to learn, and to grow may be the most serious impediment to the learning and developing of children. Beyond the criticism, the author presents an original methodological reformation of what learning and development are as relational activities and then takes readers on a visit to three radical independent school settings. Arguing that current educational models have been misguided by scientific psychology, the author states that the dominant model of human development actually hinders development. Moreover, as learning theory has become infused with developmental theory over the past 30 years, the overly cognitive manner in which psychologists have come to think about thinking, learning, and development has become further insinuated into education. Both theories--learning and developmental--fail o recognize the human capacity for relational-revolutionary activity and for performance. The prevalent mode of education--acquisitional learning--is grounded in a world view that gives primacy to knowledge and knowing which Holzman believes is inconsistent with ongoing developmental activity. The author focuses on "developmental learning"--a social constructionist, activity-theoretic conception of development which includes a transformation and synthesis of Vygotsky and philosopher Ludwig Wittgenstein. She also discusses educational projects that are self-conscious attempts to break with key elements of modern epistemology and the dominant psychological paradigm as they are perpetrated in contemporary educational theory and practice. Their specific philosophies and practices highlight important methodological issues raised in the attempt to create "postmodern schools"--schools more concerned with growing than knowing.
Download or read book Evaluating Developmental Education Programs in Higher Education Policy Brief ASHE written by Sally A. Lesik and published by . This book was released on 2008 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: This brief presents the results of a study which found that a developmental mathematics program at a four-year institution is an effective mechanism for retaining students (Lesik, 2007). This study employed a regression-discontinuity model that researchers can use to establish a causal link between participation in a developmental program and student retention. Because a causal inference can be made, policy makers have an opportunity to base their decisions regarding the effectiveness of developmental programs strictly on the merits of the program, without bias. The basic theory behind the regression-discontinuity design will be described along with the findings. Finally, this brief closes with some implications for how the regression-discontinuity design can be a crucial tool for policy makers who are interested in making data-informed decisions about the effectiveness of their developmental programs, and how using such a research design can shape educational policy and assess measurable outcomes. (Contains 1 figure.) [This paper was written with the assistance of Laura Rendon and Jose A. Cabrales, Jr.].
Download or read book Determining Developmental Education Effectiveness in Math written by Joseph E. May and published by . This book was released on 2017 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the most problematic issues facing community colleges is developmental education. In the last decade, more research has been conducted examining developmental education. The purpose of this study was to evaluate the effectiveness of developmental math in a rural community college setting. Is developmental math an effective intervention? This study consisted of first time college students who took the COMPASS placement exam and scored 18-48. Students who scored 18-33 were placed in Math 098 (N=241) and received the developmental intervention. Math 098 is a semester-long course designed to prepare students for college-level math coursework, and it served as the intervention. Students who scored 34-48 were placed in Math 100 (N=469) and did not receive the developmental intervention. Because this represents a bandwidth close to a cut-score, these 2 groups are viewed as equivalent (Trochim, 2008). The initial intent of the study was to implement a regression-discontinuity design, but this failed to meet two necessary conditions. The researcher then executed an ANOVA, a series of chi-square goodnes-of-fit procedures, and 2 binary logistic regressions in order to determine if any significant differences and/or relationship existed between treatment and control groups. Data were collected for this retrospective, quantitative research study from the Office of Institutional Effectiveness at the selected site. The selected site represents a medium-sized, rural community college located in the South. The findings in this study illustrate that those students who received the develomental intervention reported a statistically significant higher cummulative college GPAs than those who did not. The findings also illustrated that a statistically significant difference existed in regards to grades. Therefore, there was a statistically significant difference in grade distribution between both groups. When withdrawals and grades were evaluated together, no statistically significant distribution was observed. Two binary logisitic regressions were also conducted. No relationships were statistically significant between groups regarding Math 100 pass/fail rates or Math 100 completion rates. The researcher concluded that the findings suggest that Math 098 is an effective treatment for student achievement. The researcher recommended execution of more studies that replicate this model and examine rural populations.
Download or read book Access at the Crossroads written by David R. Arendale and published by John Wiley & Sons. This book was released on 2010-05-17 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning assistance often operates at the crossroads of the institution where academic affairs, student affairs, and enrollment management converge. This report investigates the effectiveness of learning assistance for supporting academic affairs with better-prepared students for academically rigorous courses, working with student affairs to achieve higher student development outcomes, and supporting enrollment management programs to increase persistence rates. This report explores difficult questions confronting learning assistance: What is the obligation of colleges for providing assistance for its students? Is learning assistance a civil rights issue for historically underrepresented students attending postsecondary education? What is the history of learning assistance for serving previous generations of students, even at the most prestigious public and private institutions in the United States? Are learning assistance needs better met by high schools and two-year institutions? Do learning assistance activities benefit the postsecondary institution and society? Although it has a presence in most postsecondary institutions, the expression of learning assistance is quite diverse through credit and noncredit activities. The preferred term used in this report is "learning assistance," because it is commonly used and most inclusive of the various approaches and activities of the field. This is the sixth issue the 35th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Download or read book Building Teaching Capacities in Higher Education written by Alenoush Saroyan and published by Taylor & Francis. This book was released on 2023-07-03 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the culmination of three years’ work by teams from eight institutions in five different European and North American countries. The teams included faculty developers, professors, and graduate students interested in developing and disseminating a more profound understanding of university-level pedagogy. The purpose of the project was, first, to conceptualize what an internationally-appropriate, formal academic program for faculty development in higher education might look like, taking into account differing national contexts, from national standards for faculty development (U.K. and Scandinavia), almost universal institutional support (North America) to virtually no activities (France). The intention was to create and nurture a community of practice, enriched and informed by a range of expertise and different higher education traditions, cultures, and languages. To do so, the book begins with a section of five case studies that describe current practice in Belgium, Canada, Denmark, France and Switzerland.The second purpose was to define a common curriculum, or core course with common foundations, for faculty and graduate students, based on a distributed learning model. The final section of the book presents a concrete concept map used to define the curriculum, and to educational developers with useful tool for furthering their work, and explains the rationale for redefining faculty development as educational development.This book offers practitioners around the world a framework and model of educational development that can serve a number of purposes including professional development, monitoring and assessment of effectiveness, and research, as they seek to meet increasing demands for public accountability. For North American readers it offers insight into the vision and aims of the Bologna Process with which they may need to engage to maintain international competitiveness.
Download or read book A Discipline Based Teaching and Learning Center written by Gili Marbach-Ad and published by Springer. This book was released on 2015-03-03 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book describes the design and implementation of a discipline-specific model of professional development: the disciplinary Teaching and Learning Center (TLC). TLC was born from a strong commitment to improving undergraduate science education through supporting the front-line educators who play an essential role in this mission. The TLC’s comprehensive approach encompasses consultation, seminars and workshops, acculturation activities for new faculty members, and teaching preparatory courses as well as a certificate program for graduate students. At the University of Maryland, TLC serves biology and chemistry faculty members, postdoctoral associates, and graduate students. The Center is deeply integrated into the departmental culture, and its emphasis on pedagogical content knowledge makes its activities highly relevant to the community that it serves. The book reflects ten years of intensive work on the design and implementation of the model. Beginning with a needs assessment and continuing with ongoing evaluation, the book presents a wealth of information about how to design and implement effective professional development. In addition, it discusses the theory underlying each of the program components and provides an implementation guide for adopting or adapting the TLC model and its constituent activities at other institutions. In this book, the authors describe how they created the highly successful discipline-based Teaching and Learning Center at the University of Maryland. This is a must read for anyone interested in improving higher education. Charles Henderson, Co-Director, Center for Research on Instructional Change in Postsecondary Education, Western Michigan University This book will provide a much-needed resource for helping campus leaders and faculty development professionals create robust programs that meet the needs of science faculty. Susan Elrod, Dean, College of Science and Mathematics, Fresno State The authors provide a road map and guidance for higher education professional development in the natural science for educators at all levels. While the examples are from the sciences, the approaches are readily adaptable to all disciplines. Spencer A. Benson, Director of the Centre for Teaching and Learning Enhancement, University of Macau
