Universal Instructional Design

The following link takes you to a webpage I created to accompany a presentation that I made at the 2006 Noel Levtiz National Conference on Student Retention. The presentation focused on the use of Universal Instructional Deisng to improve the classroom experience for all students and thereby increase student retention rates. Please follow the link to http://nl3006.arendale.org

Best Practices in Developmental Education

Boylan, H. R. (2002). What works: Research-based best practices in developmental education. Boone, NC: Continuous Quality Improvement Network with the National Center for Developmental Education.. A summary of this document retrieved July 30, 2006 from http://www.ncde.appstate.edu/reserve_reading/what_works.htm The book is based upon the Exxon National Study of Developmental Education which was the most comprehensive study conducted. Best practices were identified through analysis of student outcomes of nearly 150 institutions across the U.S. For example, the following instructional practices were identified as best practices: learning communities; accommodation of diversity through varied instructional methods; use of Supplemental Instruction; provide frequent testing opportunities; use of technology in moderation; provide frequent and timely feedback; use of mastery learning; link developmental course content to college level requirements; share instructional strategies; teach critical thinking; teach learning strategies; use active learning techniques; and use classroom assessment techniques.

New Alternatives to Traditional Developmental Education Practices

Boylan, H. R. (1999). Exploring alternatives to remediation. Journal of Developmental Education, 22(3), 2-4, 6, 8, 10. Retrieved July 4, 2004, from: http://www.ncde.appstate.edu/reserve_reading/V22-3alternatives_to_remediation.htm
The article addresses issues related to the cost and time investment of providing remedial courses to college students and offers an overview of possible alternatives. Some criticisms of developmental education are examined and countered with evidence from research. Frequently employed current practices are outlined. More recent alternative approaches to course delivery and student support services are then reviewed, and their application to at-risk student needs is discussed. Recommendations for the actual implementation of alternatives are included. In addition to traditional approaches, developmental educators and developmental programs currently provide a variety of more innovative alternatives. Examples of these alternatives include freshmen seminar/orientation courses (Upcraft, Gardner, & Associates, 1989), Supplemental Instruction (Martin & Arendale, 1994), paired or adjunct courses (Commander, Stratton, Callahan, & Smith, 1996), collaborative learning communities (Tinto, 1997), and critical thinking courses and programs (Chaffee, 1992).

Postsecondary Peer Cooperative Learning Programs

Arendale, D. (Ed.). (2005). Postsecondary peer cooperative learning programs annotated bibliography. [On-line]. Retrieved June 24, 2004, from http://www.tc.umn.edu/~arend011/bibdir.htm
This database identifies more than 700 articles, book chapters, dissertations, and reports related to the six major postsecondary peer cooperative learning programs: Accelerated Learning Groups, Emerging Scholars Program, Peer-Led Team Learning, Supplemental Instruction, Structured Learning Assistance, and Video-based Supplemental Instruction. The documents provide program descriptions, evaluation studies, and identification of critical program features that should be implemented to achieve optimal program and student outcomes. The data is available both through a downloadable report as well as a searchable database.

Model Practices in Access Education

In response to many of the trends areas identified earlier in thisblog series, a number of model practices have been identified that meet the needs of students admitted through academic access programs and the newly recognized needs of the general student population. While the need for academic access, developmental education, and learning assistance programs appears to be stable, if not increasing, the form of such services will probably need to evolve to meet the needs and requirements of students, institutions, policy makers, and the general public. A review of the history of this topic has confirmed that the language and form of programs have changed over time. The following is a sample of some of the emerging practices that are being adopted for use.

Access Education in Massachusetts

Task Force on Remedial Education. (1997). Report of the task force on remedial education. Boston, MA: University of Massachusetts. Retrieved July 4, 2004, from: http://cit.necc.mass.edu/mccdec/Report%20of%20the%20Task%20Force.htm
In this document, the Task Force on Remedial Education examines the issue of remedial education, describes the scope of remedial education at the University,
The report offers recommendations for policies and administrative procedures that will foster student learning through remedial education: 1. The University of Massachusetts should continue to offer limited remedial programs to address the needs of its admitted students. 2. The University and the Community Colleges should explore additional avenues of collaboration that might improve or enhance the quality and cost-effectiveness of remediation available to students enrolled in both sectors. 3. All entering first-time freshmen and transfer students should continue to be assessed by each campus to determine appropriate course assignments for mathematics and writing. 4. Campus faculty and administrators responsible for remedial programs at UMass campuses should increase their levels of communication and collaboration with each other. 5. The University should develop better methods for assessing the outcomes of remedial instruction, working collaboratively with other sectors of higher education as necessary.

Access Policies in Illinois

Task Force on Remedial Education. (2001). Collaborating to strengthen student preparation. Springfield, IL: Illinois Community College System. Retrieved July 4, 2004, from: http//www.hcc.cc.il.us/staff/padriacs/taskforcereport.pdf
The Remedial Education Task Force identified priority needs for remedial education in Illinois.
Strategies identified for implementation included further alignment of standardized student assessment instruments; agreement on student placement parameters; reinforce current P-16 collaborations; promote earlier awareness of rising academic and workplace standards; development of strategies for earlier intervention in P-12 pipeline; intervene with students while still in high school; align high school graduation and college entrance requirements; provide more feedback to high schools concerning their graduates needing remediation; provide alternatives to academic term length developmental courses to remediate weaknesses; coordinate Adult Education, ESL, and college developmental programs; track students who enroll in remedial courses to evaluate the effectiveness of the intervention; develop comprehensive student support systems that address both academic and nonacademic needs; provide remedial education via alternative educational delivery systems; provide professional development for full- and part-time remedial instructors to improve their skills and integrate technology within the classroom; and develop state-wide standards for remedial education courses.