Center for Research on Developmental Education and Urban Literacy (CRDEUL)

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    Proceedings of the First Intentional Meeting On Future Directions in Developmental Education
    (University of Minnesota: Center for Research on Developmental Education and Urban Literacy, 1999-10-05) Lundell, Dana Britt; Higbee, Jeanne L.
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    Theoretical Perspectives for Developmental Education
    (University of Minnesota: Center for Research on Developmental Education and Urban Literacy, 2001) Lundell, Dana Britt; Higbee, Jeanne L.
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    Proceedings of the Second Meeting On Future Directions in Developmental Education
    (University of Minnesota: Center for Research on Developmental Education and Urban Literacy, 2001-04-05) Lundell, Dana Britt; Higbee, Jeanne L.
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    Summary Report on the Third National Meeting on Future Directions in Developmental Education: Grants, Research, Diversity, and Multiculturalism
    (University of Minnesota: Center for Research on Developmental Education and Urban Literacy, 2002) Lundell, Dana Britt
    This report summarizes the proceedings and outcomes of the third Meeting on Future Directions in Developmental Education. On November 16-17, 2002, 40 participants met in Minneapolis, Minnesota, to follow up on the initiatives of the first two national meetings. The meeting followed two theme tracks: brainstorming grants and research, and promoting diversity and multiculturalism research in developmental education. Outcomes included developing ideas for grants and research and a national initiative for diversity and multiculturalism in developmental education.
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    Histories of Developmental Education
    (University of Minnesota: Center for Research on Developmental Education and Urban Literacy, 2002) Lundell, Dana Britt; Higbee, Jeanne L.
    The theme for this monograph arose from lively, productive conversations at the First Intentional Meeting on Future Directions in Developmental Education, October 1999, in Minneapolis, Minnesota, sponsored by the Center for Research on Developmental Education and Urban Literacy and General College at the University of Minnesota. Norman Stahl’s (2000) summary of one of the salient themes from this meeting, reprinted as the opening piece in this monograph, calls upon the field of researchers and practitioners in developmental education to articulate the field’s diverse histories and foundations as a way to guide future practice, theory, and research. Stahl suggests examining the field’s past through a variety of lenses, including theoretical lenses, national and local policy issues, curricular and pedagogical trends, research frameworks, important individuals and students, and other items that mark the field’s work. The history is rich and highly diverse, and by making our work visible through documenting these activities, the field can strengthen its position as a leading force within higher education.
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    Exploring Urban Literacy and Developmental Education
    (University of Minnesota: Center for Research on Developmental Education and Urban Literacy, 2002) Lundell, Dana Britt; Higbee, Jeanne L.
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    African American Men from Hennepin County at the University of Minnesota, 1994-98: Who Applies, Who is Accepted, Who Attends?
    (University of Minnesota: Center for Research on Developmental Education and Urban Literacy, 2002-04) Taylor, David; Schelske, Bruce; Hatfield, Jennifer; Lundell, Dana Britt
    Minnesota has long prided itself on providing ample higher education opportunities for its citizens. However, there is a well-documented and growing disparity in Minnesota and nationally between various racial and economic groups’ participation in college and technical college (McGee 1996, 1997; Almonor & Shulman August 1997; Mortenson, October 1997; Ghere, Moore & Schelske 1999). This study’s charge was to determine if participation in higher education at the University of Minnesota–Twin Cities, of African American men, age 18 to 30, from Hennepin County (henceforth HCAAM) mirrors, improves upon, or is behind state and national conditions.
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    African American Men from Hennepin County at the University of Minnesota, 1994-98: Who Applies, Who is Accepted, Who Attends? Appendix
    (University of Minnesota: Center for Research on Developmental Education and Urban Literacy, 2002-04) Taylor, David; Schelske, Bruce; Hatfield, Jennifer; Lundell, Dana Britt
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    Curriculum Transformation and Disability: Implementing Universal Design in Higher Education
    (University of Minnesota: Center for Research on Developmental Education and Urban Literacy, 2003) Higbee, Jeanne L.
    The purpose of this book is to introduce readers to the concepts of Universal Design (UD) and Universal Instructional Design (UID). This collection of essays addresses learning both within and outside the classroom, recognizing the role higher education plays in developing the “whole” person (American Council on Education, 1937, 1949; National Association of Student Personnel Administrators, 1989). Chapters authored by faculty members are intended to provide insights into teaching strategies that can be implemented in a variety of disciplines. It is hoped that these ideas will be helpful to both disabilities services staff members and faculty when exploring how to create universal learning experiences. Similarly, concepts introduced in the student affairs section of this book can be applied to multiple student services.
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    Multiculturalism in Developmental Education
    (University of Minnesota: Center for Research on Developmental Education and Urban Literacy, 2003) Higbee, Jeanne L.; Lundell, Dana Britt; Duranczyk, Irene M.
    The Center for Research on Developmental Education and Urban Literacy (CRDEUL) hopes that this monograph will serve as an impetus for making explicit connections between multicultural education and developmental education, not just in the practice of developmental education, but in its research and publications as well.
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    Multicultural Awareness Project for Institutional Transformation: Map It
    (University of Minnesota: Center for Research on Developmental Education and Urban Literacy, 2003) Miksch, Karen L.; Higbee, Jeanne L.; Jehangir, Rashne R.; Lundell, Dana Britt; Siaka, Kwabena; Dotson, Michael V.
    Minnesota has long prided itself on providing ample higher education opportunities for its citizens. However, there is a well-documented and growing disparity in Minnesota and nationally between various racial and economic groups’ participation in college and technical college (McGee 1996, 1997; Almonor & Shulman August 1997; Mortenson, October 1997; Ghere, Moore & Schelske 1999). This study’s charge was to determine if participation in higher education at the University of Minnesota–Twin Cities, of African American men, age 18 to 30, from Hennepin County (henceforth HCAAM) mirrors, improves upon, or is behind state and national conditions.
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    Bibliography of Resources for Multicultural Higher Education
    (University of Minnesota: Center for Research on Developmental Education and Urban Literacy, 2004) Siaka, Kwabena; Higbee, Jeanne L.; Miksch, Karen L.; Lundell, Dana Britt; Jiang, Fang; Bruch, Patrick L.; Jehangir, Rashne; Goff, Emily; Duranczyk, Irene M.
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    Best Practices for Access and Retention in Higher Education
    (University of Minnesota: Center for Research on Developmental Education and Urban Literacy, 2004) Duranczyk, Irene M.; Lundell, Dana Britt; Higbee, Jeanne L.
    Best Practices for Access and Retention in Higher Education contains a variety of researched-based chapters written to expand our thinking and guide us toward achieving that one-to-one correspondence between access and retention.
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    The General College Vision: Integrating Intellectual Growth, Multicultural Perspectives, and Student Development
    (University of Minnesota: Center for Research on Developmental Education and Urban Literacy, 2005) Lundell, Dana B.; Higbee, Jeanne L.; Arendale, David R.
    The impetus for this book is derived in part by explaining what it is that we do and to discern future directions for this work. It is also driven by definitions ascribed to our work, that is,“developmental education” and an even newer vision and vocabulary for the future that captures the integration of a variety of theories, pedagogies, and evaluation measures that fully support diverse and rapidly changing student populations. Given the demographic shift in Minnesota’s population, the authors in this book have expressed an imperative that we look centrally at the experiences of the learner in higher education through a different set of lenses if we are to be successful in preparing all learners.
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    Building Bridges for Access and Success from High School to College
    (University of Minnesota: Center for Research on Developmental Education and Urban Literacy, 2005) Lundell, Dana Britt; Higbee, Jeanne L.; Hipp, Susan; Copeland, Robert
    The contents of this proceedings include reports from the invitational meetings, a summary of the conference sessions and presenters, and a list of resources. We have documented these activities to provide information and a road map for future conversations in the Twin Cities about developmental education and meeting the needs of underserved students
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    Diversity and the Postsecondary Experience
    (University of Minnesota: Center for Research on Developmental Education and Urban Literacy, 2007) Higbee, Jeanne L.; Lundell, Dana B.; Duranczyk, Irene M.
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    Student Standpoints About Access Programs in Higher Education
    (2007) Lundell, Dana B.; Higbee, Jeanne L.; Duranczyk, Irene M.; Goff, Emily
    This monograph is dedicated to students. The editors picked this monograph’s theme to highlight students’ standpoints and discuss their centrality in our work in higher education. Students have a great deal to say about their present and past education, and they certainly have a right to be heard, consulted, and even featured for their energetic and innovative ideas. When identified and honored as subjects, collaborators, or co-authors, their experiences, advice, and opinions can and should be brought into the forefront of our research and teaching. The other theme of this monograph is students’ views specifically about access programs they attend or have attended. Access programs, sometimes called developmental education or learning assistance, include a wide variety of services, courses, pedagogies, and programs that feature a mission of support and inclusion. “Access” is a word describing the entry point for students into college from a position that may have been considered marginal by the institution. These programs are designed to enhance and support students’ access to college and transitions from high school toward success in graduation and lifelong learning beyond the doors of the institution. These programs value students’ prior knowledge, multicultural backgrounds, social and academic skills, languages, and their motivation to succeed in the future. Access programs support the widest range of students possible in the benefits and activities of postsecondary education. Students who participate in these programs have a lot to say about their experiences, and this monograph is dedicated to learning more about their views. It is also about valuing research and writing that gathers data and advocates working alongside students to bring their ideas to the ears and minds of postsecondary educators who can benefit from listening.