Developmental Education Program Survey · Developmental Education Course Information *Developmental education course levels represent the number of courses a student placed at the

Developmental Education Program Survey

Organization of Developmental Education Programs ...........................................................................1Academic Advising for Developmental Education Students .................................................................2Monitoring Academic Performance of Developmental Education Students ......................................... 4Student Support Services for Developmental Education Students ...................................................... 5College Readiness Assesments for Developmental Education Students ............................................ 7Faculty Development for Developmental Education Students ............................................................. 9Developmental Education Course Information ................................................................................... 12Learning Strategies/Study Skills .........................................................................................................15Non-Course Based Remediation ........................................................................................................16Course Technology .............................................................................................................................17

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Universities

04/05/10 Page 1 of 17

Organization of DE Programs

34%

66%

Centralized

Decentralized

Institutions with Centralized DevelopmentalEducation Programs (N= 29)

A centralized program is where all DE courses and staff are managedunder one department. Past research indicates that centralized programsare more successful (Boylan, 2002).

0%10%20%30%40%50%

60%70%80%90%

100%

NoYes0%

10%20%30%40%50%60%70%80%90%

100%79.0%

21.0%

Percentage of Decentralized Institutions withDE Coordinators (N= 19)*

*Includes only institutions that reported having decentralized programs.A DE coordinator is a person or group that manages DE courses acrossnumerous subject area departments. Even though programs are notcentralized, research has shown high coordination between DE subjectareas increases student success in Developmental Education(Boylan,2002)

45%55% Yes

No

DE Programs with Mission Statements (N= 29)*

*A mission statement is a statement of the overall puprose and direction of theprogram. Past research indicates that institutions with a mission statement havemore successful DE Programs (Boylan, 2002).

04/05/10 Page 2 of 17

Academic Advising for DE Students:Availability and Enforcement

100%

Provided

Academic Advising Provided for DE Students(N= 29)

Not RequiredRequired0%

10%20%30%40%50%60%70%80%90%

100%96.6%

3.4%

Institutions Requiring Academic Advising forDE Students (N= 29)*

*Includes only institutions that provide academic advising for theirstudents.

0% 20% 40% 60% 80% 100%

Multiple times per semester

Once a semester

Only before 1st DE course

0% 20% 40% 60% 80% 100%

10.7%

82.1%

7.1%

How Often DE Students are Required toReceive Academic Advising (N= 28)*

*Includes only institutions that required academic advising for their DEstudents.

0% 20% 40% 60% 80% 100%

Barred from Registration

No Consequences

0% 20% 40% 60% 80% 100%

96.4%

3.6%

Student Consequences for Not UndergoingRequired Academic Advising (N= 28)*


04/05/10 Page 3 of 17

Academic Advising for DE Students

36%

64%

Specialized Advising

Not Specialized

Specialized Academic Advising for DEStudents (N= 28)*


0%

20%

40%

60%

80%

100%

NoYes0%

20%

40%

60%

80%

100%

75.9%

24.1%

Institutions that Develop Individualized EducationPlans for DE Students (N= 29)

100%

Yes

Academic Advising Required for DE Studentsbefore Taking First Credit Bearing Course

(N= 28)*


0%

20%

40%

60%

80%

100%

NoYes0%

20%

40%

60%

80%

100% 93.1%

6.9%

Institutions Using Diagnostic Tools from CollegeReadiness Assessments (N= 29)

04/05/10 Page 4 of 17

Monitoring DE Students' Academic Performance

14%

86%

Yes

No

Institutions that Monitor DE Students'Academic Performance (N= 29)*

*Academic Performance is a measure used to monitor the general positive(passing) or negative (failing) progression a student experiences while goingto college.

Once Twice ThreeTimes

More than3Once Twice Three Times More than 3

0%

20%

40%

60%

80%

100%

44.0%

24.0%

8.0%

24.0%

Monitoring Frequency of DE Students'Academic Performance During a Semester

(N= 25)*

*Includes only institutions that reported monitoring DE students'performance.

8%

92%

Yes

No

Institutions with Early Warning Systems(N= 25)*

*Includes only institutions that reported monitoring DE students'performance.An early-alert system is a proactive, feedback system where students andstudent-support agents are alerted by early indicators that signal studentswho are at risk for academic failure.

Who Monitors DE Students' AcademicPerformance (N=25)*

Monitor Number PercentFaculty 19 76.0%

Academic Advisors 20 80.0%

Peer Advisors** 6 24.0%

Other*** 15 60.0%*Includes only institutions that reported monitoring DE Students'performance. Each row of the table is independent of the other.A single institution could be represented in several categories.**Peer Advisors are teams of students in learning sciences, student peers.***Other Category includes special committees or programs anddepartments listed in the original survey.

04/05/10 Page 5 of 17

Student Support Services Providedat Institutions (N=29)*

Services Provided by Institutions For All Students** Services that Target

DE Students***

Academic Advising 29 100.0% 17 58.6%

Health Services 29 100.0% 0 .0%

Tutoring 29 100.0% 15 51.7%

Summer Bridge Program 15 51.7% 12 41.4%

Academic Counseling 25 86.2% 9 31.0%

Learning Communities 21 72.4% 8 27.6%

Financial Aid 29 100.0% 1 3.4%

Child Care Services 15 51.7% 0 .0%

Job/Career Services 29 100.0% 0 .0%

Psychological Services 29 100.0% 0 .0%

Computer/Technology Support 29 100.0% 1 3.4%

Freshman Orientation 28 96.6% 6 20.7%*Each row of the table is independent of the other. A single institution could be represented in several categories.

**Includes support services delivered to all students.

***Includes support services that have special programs for DE students.

04/05/10 Page 6 of 17

Frequency of Student Support Services forDevelopmental Education Students (N=29)

Number of Student SupportServices for DE Student Count Percent0 8 27.6%

1 5 17.2%

2 3 10.3%

3 3 10.3%

4 3 10.3%

5 2 6.9%

6 3 10.3%

7 and more 2 6.9%

04/05/10 Page 7 of 17

*Each row of the tables is independent of the other. A single institution could be represented in several categories

Number and Percentage of Institutions Delivering Different CollegeReadiness Assessments (N=29)*

Assessment Subject Area Count Percent

Math 22 75.9%

ACCUPLACER Reading 23 79.3%

Writing (Objective) 23 79.3%

Writing (Essay) 23 79.3%


Math 1 3.4%

ASSET Reading 2 6.9%




Math 7 24.1%

COMPASS Reading 8 27.6%




Math 25 86.2%

THEA Reading 25 86.2%



04/05/10 Page 8 of 17

College Readiness Assesments

Other College Readiness AssessmentUsed to Determine College Readiness

(N=29)*

CollegeReadinessAssessments Number PercentACT 19 65.5%

SAT 22 75.9%

TAKS 22 75.9%

None 2 6.9%

Other 3 10.3%*This group of college readiness assessments are often not delivered by institutions but used to determine college readiness.

BeforeEnrolling

FirstSemester

After FirstSemester

NoDeadline

BeforeEnrolling

FirstSemester

After FirstSemester

No Deadline0%

20%

40%

60%

80%

100% 93.1%

6.9%.0% .0%

Deadline for Taking College ReadinessAssessments (N= 29)

04/05/10 Page 9 of 17

Faculty Development

17%

83%

Yes

No

Institutions with Faculty Development Units(N= 29)

45%

55%

Yes

No

Institutions that Have ProfessionalDevelopment Opportunities for DE Faculty

(N= 29)

Institutions with Policies Encouraging the Use of theFollowing Learning Techniques/Strategies (N=29)*

Techniques/Strategies Number PercentMastery Learning 5 17.2%Critical Thinking 9 31.0%Learning Strategies 7 24.1%Active Learning Techniques 10 34.5%Classroom Assessment Techniques 7 24.1%Other 8 27.6%

*Each row of the table independent of the other. A single institution could be represented inseveral categories.

04/05/10 Page 10 of 17

Frequency of Faculty Development Programsfor Develompental Education Faculty (N=29)

Number of FacultyDevelopment Programsfor DE Faculty Number Percent0 16 55.2%

1 4 13.8%

2 3 10.3%

3 1 3.4%

4 2 6.9%

5 3 10.3%

04/05/10 Page 11 of 17

Developmental Education Faculty Communication

38%

62%

Yes

No

Institutions that Hold Regular Meetings ofDE Faculty to Discuss Institutional

Strategies (N= 29)

Weekly EveryTwo

Weeks

Monthly Once aSemester

Weekly Every TwoWeeks

Monthly Once aSemester

0%

20%

40%

60%

80%

100%

22.2%

5.6%

44.4%

27.8%

Frequency of DE Faculty Meeting (N= 18)*

100.0%

Yes

Number of Institutions that Include DE Part-TimeLectures/Adjunct Faculty in DE Faculty Meetings (N= 17)*

*Includes only institutions that report holding regular meetings of D.E. faculty.

04/05/10 Page 12 of 17

Developmental Education Course Information

*Developmental education course levels represent the number of courses a student placed at the lowest level of developmentaleducation may have to complete to finish all developmental education courses at an institution.

Frequency of Developmental Education Course Levels of DE by Subject Areas(N=29)*

Mathematics

Levels Number Percent1 5 17.2%

2 17 58.6%

3 7 24.1%

4 0 .0%

5 0 .0%

6 0 .0%

Reading


2 4 13.8%

3 2 6.9%

4 0 .0%

5 0 .0%

6 0 .0%

Writing


1 22 75.9%

2 3 10.3%

3 3 10.3%

4 0 .0%

5 0 .0%

6 0 .0%

04/05/10 Page 13 of 17

Types of Course Combinations Offered

Offer Paired Courses by DE Subject Area(N=29)*

Subject Area Number PercentMathematics 3 10.3%

Reading 6 20.7%

Writing 7 24.1%*Paired courses are two courses for which students must co-register. These''linked classes'' are where faculty work to coordinate syllabi and assignments,but may teach their classes separately.

Offer DE Course Groups and Cluster Courses(N=29)*

Groupings Number PercentDE Course Groups 4 13.8%

DE Course Clusters 1 3.4%*DE course clusters are a cohort of students enrolled in three or four discretecourses linked by common themes, historical periods, issues, problemsinclude a credit bearing and DE courses.DE Course Groups are cohort of students enrolled in three or four discrete DEcourses linked by common themes, historical periods, issues, problems.

04/05/10 Page 14 of 17

Evaluation of Developmental Education (DE) Courses

24%

76%

Yes

No

Systematic Plan for DE Course Evalutation(N= 29)

Departments Responsible for DE CourseEvaluations (N=22)*

Department/Units Number PercentD.E. Department 10 45.5%

Subject Area of Course 11 50.0%

Other 7 31.8%*Only includes institutions that reported having a systematic plan forevaluation of DE courses. Each row of the table is independent of theother. A single institution could be represented in several categories.

04/05/10 Page 15 of 17

Study Skills / Learning Strategies

17%

83%

Yes

No

Offer Study Skills/Learning StrategiesCourses (N= 29)

17%

83%

Yes

No

Offer Study Skills/Learning StrategiesSeminars/Workshops (N= 29)

AllStudents

Only DEStudents

Studentsin Study

Skill

None OtherAll

StudentsOnly DEStudents

Studentsin Study

Skill

None Other0%

20%

40%

60%

80%

100%

3.4% 3.4%

17.2%

62.1%

13.8%

Students who are Evaluated on StudySkills/Learning Strategies (N= 29)

AllStudents

All DEStudents

None OtherAll Students All DEStudents

None Other0%

20%

40%

60%

80%

100%

8.3% 8.3%20.8%

62.5%

Students Required to Take Study Skills/LearningStrategies Courses (N= 24)*

*Includes only institutions that offer study skills/learning strategies courses.

04/05/10 Page 16 of 17

Non-Course Based Remediation

34%

66%

Yes

No

Non-Course Based Remediation (N= 29)*

*Non-Course Based Remediation (Education) may include, but is not limited to, such activities astutoring, supervised self-study, and participation in learning assistance centers. Non-course-baseddevelopmental education is not eligible for state formula funding.

04/05/10 Page 17 of 17

Course Technology

6.9%

93.1%

Yes

No

Use Technology to Supplement DE Courses(N= 29)

Technology Services Used in DE Courses (N=27)*

Technological Services Number PercentOnline Tutoring 14 51.9%

Online Grade/ Performance Updates 22 81.5%

E-mails about Services 20 74.1%

Discussion Boards 11 40.7%

Online Lecture Notes 13 48.1%

Other 15 55.6%*Each row of the table is independent of the other. A single institution could be representedin several categories.

Documents

Developmental Education Program Survey · Developmental Education Course Information *Developmental education course levels represent the number of courses a student placed at the