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What Works:. Research-Based Best Practices in Developmental Education A Presentation by Ruth Dalrymple and Marilyn Mays based on Hunter R. Boylan’s work. Texas Collaborative for Teaching Excellence, June 12 – 13, 2003. Organizational, Administrative, and Institutional Practices. - PowerPoint PPT PresentationTRANSCRIPT
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What Works:
Research-Based Best Practices in Developmental Education
A Presentation by Ruth Dalrymple and Marilyn Mays based on Hunter
R. Boylan’s work
Texas Collaborative for Teaching Excellence, June 12 – 13, 2003
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Organizational, Administrative, and Institutional Practices
Centralization of Program Activities Coordination of Dev Ed Courses and
Services Management of Faculty&Student
Expectations of Dev Ed Collaboration with Other Academic Units Establishment of Mission, Goals, and
Objectives
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Organizational, Administrative, and Institutional Practices
Identification of Dev Ed as an Institutional Policy
Provision of Comprehensive Support Services
Funding for Innovative Program Development
Integration of Dev Ed and Community Outreach
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Program Components
Assessment/Placement Systematic Program Evaluation Formative Evaluation for Program
Improvement Professional Development Tutoring Professional Associations
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Program Components
Adjunct Faculty Student Performance Monitoring by
Faculty and Advisors Developmental Philosophy as a guide to
program activities Classroom/Lab Integration
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Instructional Practices
Learning Communities Varied Instructional Methods Supplemental Instruction Testing Opportunities Technology (moderation) Feedback Mastery Learning
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Instructional Practices
Linking Dev to Academic Courses Share Instructional Strategies Critical Thinking Learning Strategies Active Learning Classroom Assessment Techniques
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Best Practices
Study from NCDE for THECB “An Evaluation of Developmental Education at
Texas Colleges and Universities” Boylan and Saxon Institutions identified as most successful in using
dev ed to prepare students for TASP and college-level courses
Called “Best Practices”
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Level One
Strongly supported by the survey Research and literature available Many experts available
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Level Two
Supported by study Some literature and expert opinions
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Level Three
Little or no support from literature Still may be used to characterize
successful dev programs in Texas
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Survey and Texas
Over 4000 faculty/administrators targeted 13% responded 94% of institutions represented Concerns (low participation, access to
web) Biggest Concern: overstating adoption
of best practices
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Preliminary Results
Common Weaknesses Lack of integration with campus outreach
services Lack of grant funds Lack of centralized organization for dev ed Professional Development for faculty Tutor training
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Preliminary Results
Dev Ed faculty not professionals in area/not trained
Infrequent testing Lack of forums to share ideas Failure to implement strategies
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Preliminary Results
Strengths Assessment/Placement Adoption is proceeding (slowly)
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Mathematics Developmental Education in Texas Institutions
of Higher Education
Survey of Best Practices Adoption
January 2003
Texas Higher Education Coordinating Board
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# Statement StronglyDisagree
Disagree Agree Strongly Agree
Organization and Administration
1. We have a centralized developmental education program.
13.7% 17.7% 28.4% 40.1%
2. We have a highly coordinateddevelopmental education program
5.7% 19.4% 38.0% 37.0%
3. Expectations for developmental education are well-managed
5.2% 13.9% 43.0% 38.0%
4. There is collaboration between developmental education and other campus units.
6.2% 18.6% 44.0% 31.3%
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# Statement StronglyDisagree
Disagree Agree Strongly Agree
Organization and Administration
5. Our developmental program has a clearly defined statement of mission, goals, and objectives.
4.5% 10.7% 35.1% 49.7%
6. Developmental education is an institutional priority.
6.7% 13.5% 38.6% 41.1%
7. The institution provides comprehensive services in support of developmentaleducation.
4.2% 11.0% 40.6% 44.1%
8. Grant funds are used to support innovation in developmental education.
9.4% 25.6% 41.5% 23.6%
9. Developmental education is integrated with campus outreach services in thecommunity.
11.0% 36.1% 38.6% 14.2%
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# Statement StronglyDisagree
Disagree Agree Strongly Agree
Program Components
10. Assessment is mandatory for all entering students.
1.5% 3.3% 25.4% 69.7%
11. Placement in courses is mandatory based on assessment.
2.5% 5.2% 30.3% 62.0%
12. A systematic plan is in place for the evaluation of developmental educationcourses and services.
4.3% 19.2% 37.6% 38.8%
13. Formative evaluation is used by developmental educators to refine and improve courses and services.
5.9% 16.1% 48.3% 29.8%
14. Professional development for developmental educators is consistently supported.
7.0% 16.7% 38.0% 38.3%
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# Statement StronglyDisagree
Disagree Agree Strongly Agree
Program Components
15. Tutoring is provided to developmental students in all basic skills subjects.
2.3% 5.9% 28.9% 62.9%
16. Tutors working with developmental students are required to participate intraining activities.
10.0% 28.3% 38.8% 22.9%
17. Developmental educators are regularly involved in their professional associations.
6.0% 24.2% 44.1% 25.6%
18. Adjunct faculty are treated as an important resource for developmental education.
5.9% 11.4% 37.6% 45.2%
19. Student performance is systematically monitored by faculty and advisors.
3.0% 12.0% 41.8% 43.1%
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# Statement StronglyDisagree
Disagree Agree Strongly Agree
Program Components
20. A written philosophy statement guides the provision of developmental education courses and services.
4.7% 19.4% 39.3% 36.6%
21. Classrooms and laboratories are well integrated.
6.5% 15.6% 41.1% 36.8%
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# Statement StronglyDisagree
Disagree Agree Strongly Agree
Instructional Practices
22. Learning communities are provided for developmental students.
8.2% 35.1% 39.0% 17.7%
23. A wide variety of different instructional methods are used in developmental courses.
3.5% 13.9% 43.1% 39.5%
24. Students are tested at least 10 times a semester in developmental courses.
12.4% 36.3% 29.4% 21.9%
25. Technology is used primarily as a supplement for instruction in developmental courses.
3.8% 11.4% 52.7% 32.1%
26. Feedback is frequently provided on a regular basis in developmental courses.
2.3% 9.4% 43.5% 44.8%
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# Statement StronglyDisagree
Disagree Agree Strongly Agree
Instructional Practices
27. Mastery learning is a common characteristic of developmental courses.
5.0% 21.7% 42.8% 30.4%
28. Systematic efforts are made to link the content of developmental courses tothe rest of the curriculum.
4.0% 15.4% 45.3% 35.3%
29. Instructional strategies are regularly shared among developmental instructors in some systematic way.
9.4% 29.3% 40.6% 20.7%
30. Critical thinking is taught in all developmental courses.
5.0% 18.7% 46.5% 29.8%
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# Statement StronglyDisagree
Disagree Agree Strongly Agree
Instructional Practices
31. Learning strategies are either embedded in developmental coursesor taught as a separate course.
4.0% 11.9% 50.3% 33.8%
32. All developmental instructors regularly use active learning techniques in their courses.
4.3% 26.3% 43.3% 26.1%
33. All developmental instructors regularly utilize Classroom Assessment Techniques in their courses.
7.0% 29.3% 44.5% 19.2%