Browsing by Author "Williams, L"

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    Creating a new vision for the future: A report from the Blue Ribbon Commission
    (American Council of Developmental Education Associations, 2006) Arendale, David R.; Boylan, Hunter R.; Bonham, Barbara; Borstein, Nancy; Carpenter, Kathy; Chambers, Michael; Drewes, S; Dvorak, Johanna; Harris, Jackie; Lusk, S; McGrath, Jane; Muse, V; Nikopoulos, B; Norton, Jan; Symons, L; Valkenberg, Jim; Williams, L
    Many opportunities have been presented to coordinate, collaborate, and to create new activities, services, and structures to better meet the needs of current and potential members. Rather than attempting to evaluate the merits of each of these three avenues in this report, the goal is foster an informed conversation about the future. The choices made by the organizations may include a combination of activities among these three categories. The critical next step is for a wider conversation among members of the organizations to take place concerning the future of the profession.
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    Enhancing credibility, gaining recognition, and eliminating any stigmas associated with developmental education
    (Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2000) Arendale, David R.; Barefoot, Betsy; O'Hear, Michael; Thomas, P; Williams, L
    One distinct obstacle faced by most developmental educators is the ongoing challenge made from a variety of sources about the credibility of this work in higher education. Despite strong histories and demonstrations of success by many programs, we continue to deal with the negative stereotypes and stigma related to our students, our mission, and the appropriateness of our role in institutions of higher education. Additionally, these issues of credibility are fueled by very real and complex circumstances—reports on student retention, achievement on standardized testing, and a changing society in terms of workforce needs and social demographics. It is important to work toward increasing the recognition of positive work being done in developmental education, particularly that which eliminates stigmas and stereotypes informing many of the attitudes that can be counterproductive and misleading.
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    Innovation and expansion in the breadth of programs and services
    (Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2000) Arendale, David R.; Bader, Carol; Bollman, LindsA; Otte, G; Williams, L
    Given that students will be unequally prepared for college, we can assume that there will always be a need for developmental education in some form. Even the debates about mainstreaming developmental education still recognize the need for some kind of integrated, expanded support services such as study skills courses and learning centers to support all students. Whatever the focus—integrated services or separate programs— the fact is that work needs to continue to provide innovative and expanded versions of developmental education in the future. The breadth of programs in developmental education is far-ranging, from inclusive English as a Second Language (ESL) programs to federally funded academic support and bridge programs like TRIO’s Upward Bound and Talent Search programs. It is important to examine the ways that these programs presently serve students, as well as continuing to identify the best locations and configurations for these programs. A deeper consideration of the relationship of these programs to each other, and how they fit under the umbrella of developmental education, is a key issue in the future.