Revolution by shifting from teaching to learning

Lazerson, M., Wagener, U., & Shumanis, N. (1999). What makes a revolution: Teaching and learning in higher education, 1980-2000. Stanford, CA: National Center for Postsecondeary Improvement, Stanford University. Retrieved July 4, 2004, from http://www.stanford.edu/group/ncpi/documents/pdfs/5-11_revolution.pdf
The authors provide a review of the literature concerning trends and major writers on teaching and learning during the 1980s and 1990s. Some of the cited leaders are Alexander Astin, Derek Bok, Richard Light, Ernest Boyer, K. Patricia Cross, and Lee Shulman. The authors argue that a major paradigm shift occurred from the preoccupation from teaching to a focus on student learning and mastery. A summary of this long report was published by the authors in Change Magazine, May/June 2000, Volume 32, Number 3, pp. 12-19.

A new paradigm for education: Focus on student learning

Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change Magazine, 27(6), 13-25. Retrieved July 4, 2004, from: http://critical.tamucc.edu/~blalock/readings/tch2learn.htm
This is one of the most often cited articles on this topic and is credited by some as helping to influence higher education significantly since it was published in a journal that is frequently read by college presidents and chief academic and student affair officers.
According to the authors, a paradigm shift is occurring in American higher education. Under the traditional, dominant "Instruction Paradigm," colleges are institutions that exist to provide instruction. Subtly but profoundly, however, a "Learning Paradigm" is taking hold, whereby colleges are institutions that exist to produce learning. This shift is both needed and wanted, and it changes everything. The writers provided a detailed matrix to compare the old instruction paradigm with the new learning paradigm in the following dimensions: mission and purposes; criteria for success; teaching/learning structures; learning theory; productivity/funding; and nature of roles.

Talent developers rather than talent identifiers

Astin, A. W. (1999, Spring). Rethinking academic "excellence". Liberal Education, 7-18. As institutions seek to compete with one another for higher rankins and ratings by external groups (i.e., U.S. News & World Report), the author argues for a different paradigm for evaluating institutional quality and impact.
Dr. Astin, former director of the Higher Education Research Institute at UCLA, argues that more resources should be invested in improving the learning systems at colleges. Rather than measuring the quality of student freshmen, the focus should be on the value-added experience of the college and the degree to which it has been a "talent developer" of the students. This provides useful language in describing the current and future role of developmental education and learning assistance programs.

Academic access programs and civic responsibility

Astin, A. W. (1998). Remedial education and civic responsibility. National Crosstalk, 6(2), 12-13. Retrieved July 4, 2004, from http://www.highereducation.org/crosstalk/pdf/ ctsummer98.pdf
Dr. Astin, former director of the Higher Education Research Institute at UCLA, argues that remedial education is the most important problem in education today and providing instruction in this area would do more to alleviate more social and economic problems than any other activity. Astin discusses the history and stigma of remedial education and how higher education has become focused on "identifying smart students" rather than "developing smartness" in all its students. Astin argues that it is for the benefit of society that remedial education, affirmative action, and other programs be highly supported and valued.

Transitions in developmental education

Stratton, C. B. (1998). Transitions in developmental education: Interviews with Hunter Boylan and David Arendale. In J. L. Higbee, & Dwinell. Patricia L (Eds.), Developmental education: Preparing successful college students (pp. 25-36). Columbia, SC: National Resource Center for The First-Year Experience & Students in Transition.
This chapter asks two leaders in developmental education to do some future forecasting. Commenting about the role of DE in the future, Hunter Boylan and David Arendale discuss influences on the profession, requirements for success, and a view of expanded missions to promote the cognitive and affective growth of all students.

Interview with national leaders about college access, Part II

Damashek, R. (1999). Reflections on the future of developmental education, Part II. Journal of Developmental Education, 23(2), 18-20, 22. Retrieved July 4, 2004 from: http://www.ced.appstate.edu/centers/ncde/reserve%20reading/V23-2damashek%20 reflections.htm
Interviews were conducted with a number of leaders within developmental education: David Arendale, Hunter Boylan, Kaylene Gebert, Martha Maxwell, Santiago Silva, and Diana Vukovich. The dialogue points to several emerging trends: (a) mainstreaming, (b) removal of developmental education from 4-year institutions, and c) increased professionalism of developmental educators. Mainstreaming developmental education courses into college-level, graduation-credit programs of study fits into the paradigm of learning assistance and enrichment for all students. The participants in the discussion were unanimous in proposing a comprehensive academic support program that would include elements such as a learning center, adjunct or paired courses, Supplemental Instruction, tutoring, student assessment, and program evaluation. Boylan advocates funds for professional development and Gebert proposes faculty, student, and staff recognition whereas Silva includes academic advising, counseling, career services, mentoring, and especially faculty training in his list of important program components. Arendale and Vukovich propose a complete paradigm shift away from the medical model to learning support for all students. By deferring to Maxwell’s (1997) latest book Improving Student Learning, Vukovich gives Maxwell credit for providing insight into best practices based on years of experience and the best research resulting in the recommendation of a comprehensive learning assistance model. the value of such a model is that it is more easily integrated into the academic process because it is understood as service for all students. This model is not burdened by the stigma of serving only the least able students, who, for many academic, administrative, and political leaders, are seen as a drain on the institution’s academic standards.

Interview with national leaders about college access, Part I

Damashek, R. (1999). Reflections on the future of developmental education, Part I. Journal of Developmental Education, 23(1), 18-20, 22, 35. Current and former leaders of NADE were interviewed about the future.
Interviews were conducted with a number of leaders within developmental education: David Arendale, Hunter Boylan, Kaylene Gebert, Martha Maxwell, Santiago Silva, and Diana Vukovich. Each responded to a common set of questions about the future of developmental education. The interview concludes in part II which was published in the succeeding issue of the JDE.