CRDEUL Monograph Series
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Item Theoretical Perspectives for Developmental Education(University of Minnesota: Center for Research on Developmental Education and Urban Literacy, 2001) Lundell, Dana Britt; Higbee, Jeanne L.Item 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.Item 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.Item 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.Item 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.Item Student Standpoints About Access Programs in Higher Education(2007) Lundell, Dana B.; Higbee, Jeanne L.; Duranczyk, Irene M.; Goff, EmilyThis 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.Item 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.