I know this is a bit early in terms of our establlished schedule, but I had some time to devote to this tonight, so I thought I could start posting some resources in order to be prepared for next week's discussions.
In terms of colleges' apporaches to teching Dev Ed, there are three basic models that I know of:
1. The traditional non-credit courses that students take as a pre-req to college level work and credit bearing courses. My own college has its version of this, but some colleges require two or three classes.
2. The stretch model pioneered by the ASU system in which the FYC course is essentially stretched into two semesters instead of one. Students get some sort of college credit for both classes.
http://english.clas.asu.edu/wp-stretch
3. The accelrated model made famous by CCBC
Here is there website:
http://alp-deved.org/
And here is a report by the Community College Resource Center on ALP:
http://ccrc.tc.columbia.edu/Collection.asp?cid=67
Within and around these models are various other approaches and strategies.
For example, here is another program that I would group with ALP even though it is geared toward job training:
http://www.sbctc.ctc.edu/college/e_integratedbasiceducationandskillstraining.aspx
Additionally, the strategy of avoidance is particularly interesting. Some studies indicate that many students (1/2?) who end up in Dev Ed would not really need to be there if they were given a chance to re-test or even a refresher. If we could find a way to give those students the opportunity to do so, they might be able to avoid Dev Ed alltogether. One example of a program like this is from Eire CC which can be found at:
http://www.ecc.edu/admissions/placement/rise
Here are some other general resources that I compiled for a grant application at my home institution. Some are repeats of the ones mentioned above. Sorry about the overlap....
Program Models:
ALP
http://alp-deved.org/
IBEST
http://www.sbctc.ctc.edu/college/e_integratedbasiceducationandskillstraining.aspx
RISE
http://www.ecc.edu/admissions/placement/rise
Published Research on the Program Models
Community College of Baltimore County’s Accelerated Learning Program: A Multivariate Analysis
http://ccrc.tc.columbia.edu/Collection.asp?cid=67
I-BEST: Accelerating the Transition to College & Career Pathway
http://ccrc.tc.columbia.edu/Collection.asp?cid=63
Research On the Efficacy of Online classes for Dev Ed Students
“Online Classes and College Completion”
http://chronicle.com/article/Online-ClassesCollege/131133/March
Effectiveness of Fully Online Courses for College Students: Response to a Department of Education Meta-Analysis
By: Shanna Smith Jaggars & Thomas Bailey — July 2010. New York: Community College Research Center, Teachers College, Columbia University.
http://ccrc.tc.columbia.edu/Publication.asp?UID=796
The Effectiveness of Distance Education Across Virginia’s Community Colleges: Evidence From Introductory College-Level Math and English Courses
http://epa.sagepub.com/content/33/3/360.abstract
Online and Hybrid Course Enrollment and Performance in Washington State Community and Technical Colleges (CCRC Working Paper No. 31)
http://ccrc.tc.columbia.edu/Publication.asp?UID=872
Supporting Documentation
Unlocking the Gate: What We Know About Developmental Education. 2011 http://www.mdrc.org/publications/601/execsum.pdf.
Connecting Curriculum, Assessment, and Treatment In Developmental Education. 2012
U.S. Department of Education, Office of Vocational and Adult Education
Promoting College and Career Readiness: Bridge Programs for Low-Skill Adults. 2012
U.S. Department of Education
Works Cited
TAACCCT Program Summary. http://www.doleta.gov/taaccct/
Arendale, David. Terms of Endearment: Words that Define and Guide Developmental Education.” Journal of College Reading and Learning, 35 (2), Spring 2005.