Browsing by Subject "strategic planning"

Now showing 1 - 14 of 14
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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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    Impact of Administrative Placement upon Programs
    (2005) Arendale, David R.
    Supplemental Instruction (SI) is an academic support and enrichment program implemented widely in the U.S. This study investigates factors at nearly 400 institutions that may indirectly influence academic performance of students that participate in the SI program. With reorganization occurring at many institutions, the question of the best administrative location for particular functions often is raised. This study may also spur similar studies for other forms of academic assistance.
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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.
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    Planning and assessment tool: Higher education programs and services
    (University of Minnesota, College of Education and Human Development, 2008) Arendale, David R.; Poch, Robert
    The Planning and Assessment Tool is based on the seven basic principles of Universal Design for Learning. It is applicable for instructional and well as student affairs within an institution. It is diagnostic to identify ways that the activity can become more accessible for a wider range of students. Based upon research and theory, the tool provides a simple and practical approach to implementing UDL in everyday decision-making by campus administrators. This approach aids in not only reducing or eliminating access and learning barriers from the campus, but improves the learning and living environment for all students.
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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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    Selecting interventions that succeed: Navigating through retention literature
    (National Association for Developmental Education, 2005) Arendale, David R.
    Many developmental educators have been assigned increased responsibilities for campus-wide enrollment management activities. A new system is needed for educators to more accurately sort through the rapidly growing database of information related to student retention. This will enable the reader to more quickly identify promising practices for further investigation. This article provides a scale to evaluate the likelihood of success among potential programs and identify them for further research. Scrutiny of potential retention programs must be increased by asking more questions early in the investigation process regarding essential components of a program, research evaluation studies, barriers to successful implementation, and the availability of technical assistance to enable other institutions to successfully adapt and adopt the student retention practice.
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    Strategic Digital Engagement: Developing a Digital Content Strategy for your Staff and Organization
    (2016-05) Briel, Lann
    Evidence suggests technology has created audiences that demand engagement from their cultural organizations the same way they demand entertainment from their traditional broadcasting sources. Digital technology, the internet, and social media have given arts organizations and artists new ways to promote events, engage with new patrons, and maintain relationships with existing audiences. This broadcasting power begins with content, production of videos, graphics, audio files, and editorial content, otherwise known as assets. How efficiently and effectively these assets are archived, repurposed, and broadcast across an organization's media channels is dependent upon its leadership's digital media strategy. Generating a strategic digital framework around mission, vision, and values helps organizations foster new relationships, connect to new audiences, and establish brand identity.
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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.
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    Strategic planning model
    (2005) Arendale, David R.
    Following are some questions that the association can probably answer by the end of the strategic planning and management process. What is the purpose of the mission of this organization? Why does it exist? What vision does the organization have about what it might become in the future? What services does this organization provide? What services should it provide in the future? Who benefits from these services? How might this clientele change in the future? How might the organization respond to these changes Given the surrounding environmental conditions and the current capability of the organization, where should it concentrate efforts and resources to carry outs its vision of the future? What performance measures will be used to track implementation of these priorities? What efforts will be made to revise the organization’s priorities as conditions change?
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    Transitions in developmental education: Interviews with Hunter Boylan and David Arendale
    (National Association for Developmental Education, 1998) Stratton, Cheryl B; Arendale, David R.; Boylan, Hunter R.
    Developmental education programs permit professors teaching college-level courses to maintain high academic standards since students can develop the requisite skills needed in a separate developmental course or an adjunct academic support activity that is paired with the college-level course. Without such learning services colleges would admit the same students, and professors would be forced to teach classes with a much wider range of abilities represented but without any resources for students needing extra help. This in turn would lower the quality of education offered to the entire student body.
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    Using objective criteria to analyze interventions: Navigating through student retention literature
    (Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2005) Arendale, David R.
    Many developmental educators have been assigned increased responsibilities for campus-wide enrollment management activities. A new system is needed for educators to sort through more accurately and analyze the rapidly growing database of information related to student retention. This will enable the reader to more quickly identify promising practices for further investigation. This article provides a series of criteria scales to evaluate the likelihood of success among potential programs and identify the needed resources by the institution to successfully implement change. Scrutiny of potential retention programs must be increased by asking more questions early in the investigation process.
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    Using Universal Instructional Design for administrative leadership, planning, and evaluation
    (University of Minnesota, College of Education and Human Development, 2008) Arendale, David R.; Poch, Robert
    Universal Instructional Design (UID), Universal Design for Instruction (UDI), and Universal Design (UD) provide a practical model. to guide more inclusive learning practices within student affairs and also to serve as a useful evaluation measure for student outcomes. This chapter extends the utility of these approaches for a variety of settings within student affair units, addresses dynamics of change, identifies institutional and community assets that can support sustained change, presents a planning and assessment tool, offers several real-world scenarios for within student affairs, and concludes with several case studies of change at the institutional and state level.