developmental studies

Virtual Workshops for Developmental Education Instructors

Start Something New! A Virtual Workshop Series for Developmental Education Instructors

Engage with instructors via interactive web-based sessions that are specifically designed for the Developmental Education classroom. Explore tools for Integrated Reading & Writing (IRW) courses, engagement strategies for today’s DE student, and best practices for course redesign that’ll entice you to start something new!

Put ’em Together and What Have You Got? “Concinnity” in Integrated Reading and Writing!

When: Thursday, October 2, 2014 | Time: 1:00-2:00PM ET (US & Canada) | Cost: FREE! Presenter: Maggi Miller
Description: The Oxford Dictionary explains that “concinnity” means the “skillful and harmonious arrangement or fitting Read More…


Aplia Helps Developmental English Students Thrive in Boot Camp

Elizabeth Keefe is an Assistant Professor of English that oversees the developmental English programs at Gateway Community College in New Haven Connecticut. In 2013, Elizabeth began redesigning Gateway’s developmental English programs in response to a law passed in Connecticut that required colleges and universities to reconfigure their developmental education curriculum. In order to fully address the needs of students with the most significant gaps in their reading and writing skills, Elizabeth developed Boot Camp – a three-week intensive review of basic reading and writing concepts. Students at the lowest remedial English level attend the Boot Camp prep course and conclude it by taking the ACCUPLACER placement exam. The goal of the course is for students to score high enough on the ACCUPLACER exam to place into a higher level English course, thus saving them time and money.

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Developmental Educators Work to Grow Student Engagement

Today it is increasingly vital as developmental education programs—faced with economic pressures and completion-based funding—have a higher stake in moving developmental education students efficiently through their curriculum as well as keeping them engaged so they persist and go on to graduate.
 
In a 2014 research study conducted by Cengage Learning at the National Association for Developmental Education (NADE) conference in Dallas, Texas, all of the faculty participants noted their greatest challenge is breaking down the barriers to achievement and helping increase student motivation, preparedness, engagement, and confidence. The link between engagement and student success has been demonstrated in decades of research, so finding new ways to engage students is important, albeit challenging.
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Professors Team Up with Enhanced WebAssign® to Support Self-Paced Learning in Developmental Math

Jerome Murray and Jim Anderson are math professors at Clark State Community College in Springfield, Ohio. They wanted to redesign a portion of Clark State’s Developmental Math program to include courses that allowed students to work at their own pace as well as have the option of completing the entire developmental math program within a year. With these objectives in mind, Jerome and Jim set out to find a digital learning solution that would provide self-paced instruction and promote critical thinking skills. They also needed a solution that they could use in other math courses. “We wanted a learning Read More…


Aplia™ Promotes Preparedness and Streamlines Assessment in Developmental Reading and Writing

As higher education institutions seek new ways to help students move successfully through the curriculum, one trend is the integration of developmental reading and writing. Such is the case at campuses in the Dallas County Community College District (DCCCD), where Ulanda Forbess teaches and coordinates the developmental reading and writing program. She has been using the Aplia™ online homework and learning solution for a year to help guide her students to reading and writing proficiency. Read More…


Activity: Grammar Competition

Contributor: Gina Hogan, Citrus College. The objective of the competition is threefold: 1) to assess students on their comfort and knowledge of grammar concepts, 2) to review collectively for an upcoming grammar test, and 3) to engage students in a group activity that enhances student camaraderie and cohesion. The competition requires every student’s participation in answering questions about grammar concepts. The questions pertain to the understanding or application of concepts we have worked on previously. Students perform individually but for team points. In other words, if a student offers the correct answer, the team gets a point, but if the Read More…


Writing is a Building Activity

Contributor: Gina Hogan, Citrus College. In being introduced to writing, students need a clear, consistent approach to increase their confidence and comfort with a task they feel is insurmountable. In my college classes, I teach the first foundational block as writing correct sentences, the second is writing effective paragraphs, and finally writing effective essays. Teaching writing as a building activity where concepts build on each other has worked well in my developmental writing courses. This technique of “building writing” makes the writing process more manageable for students. It allows students to practice each concept or block separately to see Read More…


Course Redesign, Online Learning, & Assessment in Developmental English

An Interview with Annie Todd, Product Director, Cengage Learning. Over the past few years, many institutions and states have embarked upon course redesign initiatives, particularly in Developmental Math and English courses. In the case of Developmental English, such efforts are typically accompanied by the integration of reading and writing courses into a single, combined course. Annie Todd, who has been working in the Developmental English discipline for the past seven years, has been part of this course redesign evolution. Jeanne Heston recently caught up with her to learn more about the projects that she has helped to drive over the Read More…


Academically Paying it Forward

Contributor: Kimberly LaComba, Director of the Learning Resource Center, Saint Mary-of-the-Woods College. When teaching Succeeding in the College Environment at Saint Mary-of-the-Woods College, I utilize an interactive learning approach with the students and provide them an opportunity to pay it forward academically. Although academically at-risk students are enrolled in the course, any college student can benefit from the course content. At the end of the term, campus students recap what they have learned throughout the semester and develop an outreach initiative to share their new-found knowledge and skills with the entire college campus, thus academically paying it forward. In a recent semester, students Read More…


Activity: Mnemonic Device: Acronym for Annotation

Today, we share Valerie Shay’s activity, which uses a mnemonic device that helps students remember a useful method of reading and studying a book or essay. Do you have a favorite classroom activity you’d like to share with our community? Share it in the comments! Contributor: Valerie Shay, Fayetteville Technical Community College. Use Mortimer Adler’s essay, “How to Mark up a Book,” as a learning tool. Explain to your students that UNCP no longer stands for the University of North Carolina at Pembroke; for the rest of their academic careers, it will now stand for Underline, Number, Circle, and Paraphrase.
Bonus Tip: Have a Read More…