Effective Practice 4.5: A high degree of structure is provided in developmental education courses.
Research notes the effects of structured learning environment—at the program level as well as at the course level—in developmental education programs.
The following strategies were cited in the literature review as promoting this effective practice. Determine the extent to which your institution uses these strategies by completing the table below. Specify ALL levels at which the strategy exists/occurs by listing the programs and/or departments which employ the strategy. If the strategy is employed consistently throughout the institution, indicate “institution-wide.” If the strategy is not currently employed by your institution, simply indicate “does not occur.”
Strategies Related to Effective Practice | Where Strategies Occur | |
4.5.1 | A well-planned, step-by-step sequence of developmental education course offerings exists.
| ESL, Learning Skills, Math, English, NonCredit |
4.5.2 | Well-planned, sequential courses possess a corresponding proactive academic support component.
| ESL |
4.5.3 | Individual courses (particularly those taken earliest in the developmental sequence) engage students in highly structured learning experiences designed to progressively build their skills and knowledge.
| DSPS, ESL, NonCredit |
As applicable, briefly describe how this practice occurs/exists at your institution:
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What evidence exists to support the efficacy of this practice?
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What barriers/limitations exist to implementing or enhancing this practice?
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How might this practice be advanced or expanded upon in the future?
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Effective Practice 4.6: Developmental education faculty employ a variety of instructional approaches to accommodate student diversity.
Recent literature and research focuses on active learning strategies (“learner-centered”) rather than passive learning strategies (“teacher-centered”).
The following strategies were cited in the literature review as promoting this effective practice. Determine the extent to which your institution uses these strategies by completing the table below. Specify ALL levels at which the strategy exists/occurs by listing the programs and/or departments which employ the strategy. If the strategy is employed consistently throughout the institution, indicate “institution-wide.” If the strategy is not currently employed by your institution, simply indicate “does not occur.”
Strategies Related to Effective Practice | Where Strategies Occur | |
4.6.1 | Instructors in developmental education courses assess, employ, and incorporate a variety of active learning strategies (e.g., student engagement, collaborative learning, learning communities, supplemental instruction, and service learning).
| ESL, Learning Skills |
4.6.2 | Developmental education promotes individualized student learning, focusing on learner-centeredness rather than teacher-centeredness.
| ESL, Learning Skills |
4.6.3 | The academic and campus climate supports active learning strategies and connects developmental education students to the institution, faculty, staff, and other students.
| ESL |
As applicable, briefly describe how this practice occurs/exists at your institution:
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What evidence exists to support the efficacy of this practice?
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What barriers/limitations exist to implementing or enhancing this practice?
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How might this practice be advanced or expanded upon in the future?
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Effective Practice 4.7: Programs align entry/exit skills among levels and link course content to college-level performance requirements.
Research confirms that developmental education courses are most effective when regular efforts are made to insure consistency between developmental education course exit standards and college-level course entry standards.
The following strategies were cited in the literature review as promoting this effective practice. Determine the extent to which your institution uses these strategies by completing the table below. Specify ALL levels at which the strategy exists/occurs by listing the programs and/or departments which employ the strategy. If the strategy is employed consistently throughout the institution, indicate “institution-wide.” If the strategy is not currently employed by your institution, simply indicate “does not occur.”
Strategies Related to Effective Practice | Where Strategies Occur | |
4.7.1 | Developmental education course entry/exit standards are regularly reviewed and revised as needed.
| ESL, Learning Skills |
4.7.2 | The entire trajectory of developmental course sequences (including entry by placement instruments) is periodically reviewed and aligned to ensure appropriate student progression through sequential levels. | ESL |
4.7.3 | A systemic approach exists within disciplines to align developmental education course content and pedagogy to degree-applicable and transfer-level course content.
| ESL |
As applicable, briefly describe how this practice occurs/exists at your institution:
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What evidence exists to support the efficacy of this practice?
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What barriers/limitations exist to implementing or enhancing this practice?
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How might this practice be advanced or expanded upon in the future?
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Effective Practice 4.8: Developmental education faculty routinely share instructional strategies.
Highly effective developmental education programs are characterized by formal, embedded mechanisms to facilitate sharing of effective teaching practices and strategies.
The following strategies were cited in the literature review as promoting this effective practice. Determine the extent to which your institution uses these strategies by completing the table below. Specify ALL levels at which the strategy exists/occurs by listing the programs and/or departments which employ the strategy. If the strategy is employed consistently throughout the institution, indicate “institution-wide.” If the strategy is not currently employed by your institution, simply indicate “does not occur.”
Strategies Related to Effective Practice | Where Strategies Occur | |
4.8.1 | Formal processes exist that facilitate and promote the exchange of effective instructional strategies among faculty within disciplines.
| ESL, Learning Skills |
4.8.2 | Formal processes exist that facilitate and promote the exchange of effective instructional strategies among faculty across disciplines.
| ESL |
4.8.3 | Formal processes exist that facilitate and promote the exchange of effective instructional strategies between faculty in general and developmental education programs.
| ESL |
As applicable, briefly describe how this practice occurs/exists at your institution:
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What evidence exists to support the efficacy of this practice?
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What barriers/limitations exist to implementing or enhancing this practice?
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How might this practice be advanced or expanded upon in the future?
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Effective Practice 4.9: Faculty and advisors closely monitor student performance.
Research indicates that instructional techniques that provide immediate and regular feedback to developmental learners are a highly effective practice.
The following strategies were cited in the literature review as promoting this effective practice. Determine the extent to which your institution uses these strategies by completing the table below.Specify ALL levels at which the strategy exists/occurs by listing the programs and/or departments which employ the strategy. If the strategy is employed consistently throughout the institution, indicate “institution-wide.” If the strategy is not currently employed by your institution, simply indicate “does not occur.”
Strategies Related to Effective Practice | Where Strategies Occur | |
4.9.1 | Mechanisms exist to frequently and consistently provide course performance feedback to students.
| ESL |
4.9.2 | Faculty and advising staff provide early intervention and support to students experiencing academic and/or personal difficulties.
| ESL, Learning Skills |
As applicable, briefly describe how this practice occurs/exists at your institution:
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What evidence exists to support the efficacy of this practice?
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What barriers/limitations exist to implementing or enhancing this practice?
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How might this practice be advanced or expanded upon in the future?
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Effective Practice 4.10: Programs provide comprehensive academic support mechanisms, including the use of trained tutors.
In concert with active learning strategies, research suggests that developmental learners positively benefit from exposure to a variety of academic support services.
The following strategies were cited in the literature review as promoting this effective practice. Determine the extent to which your institution uses these strategies by completing the table below. Specify ALL levels at which the strategy exists/occurs by listing the programs and/or departments which employ the strategy. If the strategy is employed consistently throughout the institution, indicate “institution-wide.” If the strategy is not currently employed by your institution, simply indicate “does not occur.”
Strategies Related to Effective Practice | Where Strategies Occur | |
4.10.1 | Learning support services emphasize an interrelationship between all levels of course offerings (developmental, degree-applicable, transferable, and others.).
| ESL |
4.10.2 | Learning support services are visible and centrally located, minimizing marginalization and isolation.
| ESL |
4.10.3 | Various learning support services provide active learning experiences (e.g., Supplemental Instruction, workshops, and study groups).
| ESL, Learning Skills |
4.10.4 | A formal referral system exists between academic and student support services.
| ESL, Learning Skills |
4.10.5 | Tutoring is available and accessible in response to student needs/desires.
| DSPS, Learning Skills, Math, English |
4.10.6 | All tutors receive formal training in both subject matter and effective pedagogy for the discipline. | |
4.10.7 | An academic support center provides diverse and active learning experiences such as workshops, study groups, self-paced instruction via video or software, and experiential learning.
| DSPS, ESL, Learning Skills, Math |
As applicable, briefly describe how this practice occurs/exists at your institution:
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What evidence exists to support the efficacy of this practice?
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What barriers/limitations exist to implementing or enhancing this practice?
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How might this practice be advanced or expanded upon in the future?
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Planning Matrix for Section 4: Instructional Practices
For each planned action, indicate which effective practice and strategy it is related to; if the strategy is a local one not identified in the literature then indicate the number for the effective practice followed by “local”. Indicate whether the action is new, a change (substantially altering a program or practice in order to be more effective) or an expansion (expanding an existing program or practice to meet the needs of a greater number of students and/or employees).
Planned Action | Effective Practice and Strategy | New, Change, or Expansion | Start Date | Current Measure of Effectiveness (Baseline) | Projected Measure (Benchmark) | Date for Projected Measure | Respons-ibility | Budget Request | Priority | |
E X A M P L E | Evaluate the most effective mathematics software to use in the tutoring lab; procure software for 10 computers; incorporate tool into tutoring services. | 4.10 Academic support mechanisms (local strategy, not from literature review). | Possible Change | Fall 2007 | Effectiveness of mathematics tutoring shows that students who participate have 3% higher GPAs than students who do not receive tutoring. | With this additional tool used in the tutoring lab, the college hopes to improve the rate from 3% higher to 5% higher. | Spring 2008 | Student tutoring coordinator | $2,000 or more | |