National Center for Developmental Education

The National Center for Developmental Education ...

Provides instruction, training programs, research, and other services consistent with the purpose of developmental education and the missions of Appalachian State University and the Reich College of Education. These services are provided to a national audience of professionals dedicated to serving underprepared, low-income, and first generation college students.

What is Developmental Education?  The field of developmental education supports the academic and personal growth of underprepared college students through instruction, counseling, advising, and tutoring. The clients of developmental education programs are traditional and nontraditional students who have been assessed as needing to develop their skills in order to be successful in college.

"Developmental education is the integration of academic courses and support services guided by the principles of adult learning and development." (Boylan, 1999)

The Kellogg Institute

Virtual Kellogg Institute 2021

June 28 - 30


2021 Kellogg Institute Sponsor

 


NCDE Updates & Announcements

The Journal of Developmental Education will conclude publication in its current format as of June 2021.

 

Therefore, the editorial office is not accepting manuscript submissions for review/publication consideration at this time.

 

A restructured journal is planned for future publication by Appalachian State University in a fully online, open access format. However, submission requirements, editorial board, and editor for the new publication are undetermined at this time.

 

Please check this website for updates, which will be posted as they become available, and consider the new publication as a potential outlet for future submissions.

 

We thank you for your support of the Journal of Developmental Education over its 44 years of publication.

Writing Collaborations

NCDE Produces New White Paper on Online Instruction

Abstract

Online courses became the primary method of course delivery at colleges and universities in the United States due to an emergency shutdowns in 2020. Online executions were imperfect, however, and institutions struggled to clarify effective practices, especially among educators who had no experience with how to teach online courses. Although, face-to-face courses will reemerge over time, student demand for online courses will likely increase due to a need for flexible course offerings. This paper outlines strategies that academic institutions could consider adopting for future online courses. Research indicates that human connections create the highest quality student experiences online. There are a number of online activities that can fulfill these types of connections. Studies evaluated online activities that reinforced connections using interactive communication strategies, media-rich and other types of PowerPoint presentations, video length and tags strategies, and engaging instructor delivery approaches. Studies outlined in this paper indicate that certain courses could be adapted to effectively serve students who choose online coursework. The instructor challenge is that one strategy will not fit all courses. The public opinion challenge is that students’ negative perceptions on the value of an online education could impact enrollment. The equity challenge is certain student populations show gaps in performance. Nonetheless, online best practices must be a high priority in 2021 due to the likelihood of increasing online demand, the need for improving perceived value of these offerings and narrowing the performance gap for certain student populations.

Keywords: online teaching, student evaluations of online teaching, improve online teaching

Online Learning for Non-Traditional Students by Michelle A. Payton can be found here

NCDE Vision & Mission Statement

Vision Statement

The National Center for Developmental Education develops and expands the knowledge and tools employed by postsecondary professionals in order to create inclusive access for students in higher education who are underprepared, underrepresented, learning disabled, and marginalized.

Mission Statement & Values