Expanding the theory of developmental education

Higbee, J. L. (1996). Defining developmental education: A commentary. In J. L. Higbee, & P. I. Dwinell (Eds.), Defining developmental education (pp. 1-5). Morrow, GA: National Association for Developmental Education. Retrieved July 4, 2004, from: http://www. umkc.edu/cad/nade/nadedocs/96monpap/jhmpap96.htm
The author applies Chickering's Seven Vectors of College Student Development (1993) to understanding a theory of developmental education: developing competence, managing emotions, developing mature interpersonal relationships, establishing identity, developing purpose, developing integrity.

Expanding the theory and vision for developmental education

Higbee, J. L. (2000). Commentary: Who is the developmental student? The Learning Assistance Review, 5(1), 41-50.
The author writes in the conclusion, "Who is the developmental student? More appropriate question might be, 'Is there any student who would not benefit from courses, programs, and services designed to enhance academic achievement and promote the development of the individual to his or her full potential?'" The author argues for an expansion of the definition, mission, and service area of developmental education for a wider student body.

Theory leading the future of developmental education

Chung, C. J. (2005). Theory, practice, and the future of developmental education. Journal of Developmental Education, 28(3), 2-4, 6,8, 10, 32.
This article forcefully argues at an overarching, shared theoretical framework is necessary for developmental education practitioners. Rather than importing theories and applying them with developmental education, an alternative approach that is practice-oriented is recommended for adoption. There are three stages in this practice-oriented approach: 1. Practitioners engage in reflection-in-action; 2. based upon their reflection-in-action, practitioners articulate a personal theory; and 3. Compare personal theories at different levels and find commonalities.

New theory base for developmental education

Brothen, T., & Wambach, C. (2002). Developmental theory: The next steps. The Learning Assistance Review, 7(2), 37-44. Retrieved July 4, 2004, from http://www.eiu. edu/~lrnasst/nclca/nclcajoi.htm
After providing a short summary of their theory of developmental education (self-regulation, demandingness, and responsiveness), the authors recommend several ways to implement the theory within general education courses. Such an integrated approach to developmental education, rather than the traditional separate track system, will require institutional commitment as well as professional development in new learning pedagogies for those who instruct the new courses.

Impact of demographics upon developmental education

Swail, W. S. (2002). Higher education and the new demographics: Questions for policy. Change Magazine, 34(4), 15-23.
The author notes the changing demographics of higher education which lead to increasing diversity upon entry into the institution, but at the same time reveal that low-income, first generation, and students of color are less likely to graduate than their counterparts. The author asks many policy questions that will need to be answered as higher education is held accountable for producing an educated workforce from the rapidly growing diverse population of the country.

Culture and Developmental Education

Pedelty, M. H., & Jacobs, W. R. (2001). The place of "culture" in developmental education's social sciences. In D. B. Lundell, & J. L. Higbee (Eds.), Theoretical perspectives for developmental education (pp. 75-90). Minneapolis, MN: Center for Research in Developmental Education and Urban Literacy, General College, University of Minnesota. Retrieved July 4, 2004, from: http://www.gen.umn.edu/research/crdeul/publications.htm
The authors state in the preface to the article that a new trend within developmental education is to view students in their full complexities, rather than as "deficits" to be fixed. This position can be actualized in the social sciences by retheorizing "culture". The authors use a cultural studies framework to combine anthropological and sociological groundings into a model of culture that demands that first the students' pre-c0llege lived experiences and understandings be accessed, and then work with them to expand, rather than replace, their knowledge with the formal discourses that they must master to negotiate academic spaces.

Multicultural Awareness Project for Institutional Transformation

Miksch, K. L., Higbee, J. L., Jehanglr, R. R., Lundell, D. B., Bruch, P. L., Siaka, K., & Dotson, M. V. (2003). Multicultural Awareness Project for Institutional Transformation (MAP IT). Minneapolis, MN: Multicultural Concerns Committee and the Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota-Twin Cities. Additional copies available from the Center for Research on Developmental Education and Urban Literacy, General College, 128 Pleasant Street SE, Minneapolis, MN 55455. The MAP IT survey instruments, extended bibliography, and additional reports related to MAP IT were retrieved July 4, 2004 from http://www.gen.umn.edu/research/crdeul/publications.htm
The Multicultural Awareness Project for Institutional Transformation (MAP IT) was developed at the University of Minnesota's General College with the goal of integrating multicultural education within postsecondary education. MAP IT is an adaptation of Diversity Within Unity: Essential Principles for Teaching and Learning in a Multicultural Society (Banks et al., 2001). This publication contains the MAP IT set of 10 Guiding Principles and four survey instruments designed to aid in measuring the extent to which institutions of higher education centralize multicultural education and incorporate the guiding principles. Instruments are provided for survey of the following four groups within the institution: administrator, faculty & instructional staff, student development and support services staff, and student.