Browsing by Subject "National Association for Developmental Education"

Now showing 1 - 6 of 6
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    Changing trends for administrative location of developmental education with an institution: A pilot study of NADE members
    (Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2005) Arendale, David R.
    With this limited pilot study, conclusions about the data are carefully restrained. However, a couple of interesting observations can be made. Not surprisingly, the most common name of the departmental unit for NADE members is developmental education. The surprise was observing that the regular academic departments of mathematics, English, and humanities occur with such a high frequency. Boylan (2002) indicated that some shifting away from centralized developmental education units may be occurring. This preliminary study seems to confirm that among the top ten departmental names that NADE members receive their mail, only two have the words developmental education explicitly listed in their titles. It appears that centralized developmental education administrative units are becoming rare. As a pilot study, it suggests that further investigation is warranted. Some possible directions could be a more careful analysis of the original data set. Similar studies could be conducted with other professional associations in the field (e.g., College Reading and Learning Association, National College Learning Center Association). Follow-up interviews with a stratified sample of members could probe for the historic choices made concerning departmental names and whether changes have occurred in the intervening years.
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    Course-based Learning Assistance Programs
    (H&H Publishing, 2009) Arendale, David R.
    Collectively, the Guides are a multi-purpose tool that may be applied to a variety of situations and settings with varying levels of intensity to assist academic support professionals in achieving their ultimate goal of increasing student success. The Guides should never be used to judge programs or practitioners critically. This guide is focused on course-based learning assistance. These approaches include Supplemental Instruction, Peer-led Team Learning, Emerging Scholars Program, and Structured Learning Assistance. These guides are generic and could be applicable to a wide range of postsecondary peer cooperative learning programs.
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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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    Position paper: Creating a new professional association
    (National Center for Developmental Education, 2009) Arendale, David R.; Barrow, Hilda; Carpenter, Kathy; Hodges, Russ; McGrath, JaNE; Newell, Pat; Norton, Jan
    A reoccurring question examined by the CRLA/ NADE Working Group has been “why change?” In the full report available online (http://www. crla.net/WorkingGroupReport091007.doc) we carefully explored the pros and cons of creating a new association and provided numerous suggestions for its services and organizational structures. A better question than “why change?” is “what kind of change is demanded by postsecondary education and needed by these professionals?” Perhaps an analogy provided by Shakespeare can provide a paradigm for us when considering the future. When writing a dialogue among several of his characters in a play discussing the future, Shakespeare penned the expression “The Undiscovered Country” to describe this place. Although everyone will visit the future, no one can come back and tell others exactly what it will be like. However, all of us will walk into The Undiscovered Country as colleagues and friends. Let’s create a dynamic new association together.
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    Strategic plan of the National Association for Developmental Education.
    (National Center for Developmental Education, 2000) Arendale, David R.
    There is a major paradigm shift occurring in higher education. After a long period of focusing on teaching, there is a healthy shift to focusing on learning. While the instructional paradigm often focuses on increasing the quantity of information, the learning paradigm focuses on the efficiency and effectiveness of the learning process regarding what do the students know and what can they do with the new information (Barr & Tagg, 1995; Boggs, 1998). Many classroom professors are searching for effective ways to change from a transmission mode of instruction to a focus on improving the learning and mastery of the content material by students. This represents a change from being teacher-centered to learning-centered. Another trend influencing higher education is a change in the focus of student academic support and enrichment. In the past, some institutions focused their attention on serving only students at the far extremes, developmental students and honors students. I think that the new trend will be to serve all students at the institution regarding academic excellence and persistence toward the achievement of their academic degrees.
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    Strategic planning evaluation of creating a new professional association
    (College Reading and Learning Association and National Association for Developmental Education, 2014) Arendale, David R.; Barrow, Hilda; Carpenter, Kathy; Hodges, Russ; McGrath, Jane; Norton, Jan
    A reoccurring question examined by the Working Group has been “why change?” This long report has carefully explored the pros and cons of creating a new association and provided numerous suggestions for its services and organization structures. A better question than “why change?” is “what kind of change is demanded by postsecondary education and needed by these professionals?” Perhaps others can provide a paradigm for us when considering the future. When writing a dialogue among several of his characters in a play discussing the future, Shakespeare penned the expression “The Undiscovered Country” to describe this place. While everyone will visit the future, no one can come back and tell others exactly what it will be like. However, all of us will walk into The Undiscovered Country. We have the choice regarding how we walk into the future. Change can be proactively managed or simply reacted to. The best of past traditions can be brought into the future and merged with new structures and traditions or all can be left to chance. The most important element that moves forward into the new association are members of the current organizations. They form the core of the new future and bring forward the history and traditions of the previous organizations. Let us encourage new members to join these veterans as we walk together into The Undiscovered Country as colleagues and friends. Let’s build a new future together.