Immediately following the President’s Breakfast at the St. Louis Conference, the 2004-2005 NADE Executive Board met for the very first time.  One of the first items on the agenda was goal setting for the year.  We encourage you to view the goals by going to the NADE Web site and opening the link to the Executive Board.  This will give you a good idea of the things we have been working on and will continue to work on until the Albuquerque Conference.

As you know, we use committees, SPINs, chapters, ad hoc committees, and task forces to carry on the business of the membership.  These groups, which are all led by volunteers, provide a place for people to get involved in developmental education and NADE.  NADE could not function without these volunteers, and we thank them so much for their time and service.  When looking at the structure and functionality of these groups, we had to honestly ask ourselves the following question, “Do we do as much as we can and should to provide enough support for our volunteers to be successful?”  We decided that one of our goals would be to begin to examine the committee structure for functionality and purpose. We hope that this will ultimately lead us to a stronger and better-informed organization.
    

The current committee structure and functions have been in place for a very long time.  We, as an organization, have been evolving and changing over time.  We feel it is time for us to reevaluate each committee and its purpose.   We must ask if the committees have been given the proper support and guidance to make any necessary changes to be current in the organization and if committee names reflect accurately what the committees are doing or what they should be doing.  Are there members of the committees beyond the chairs?  Do the chairs and the committee members have a clear view of their tasks?  Do they communicate at times other than at conferences?  Do they set goals? Do we need new committees to address areas that we are not currently addressing?  Finally, we must ask which committees are not functioning, but should be, versus which ones are not functioning because they no longer need to exist. 

Please be assured this is not about any of the people who have so willingly volunteered to work on the committees.  This is about the Board’s responsibility to provide guidance and support to our committees and our volunteers. 

In support of this goal, the Board has created an ad hoc committee called the Ad-Hoc Committees on Committees. We came up with this name after a particularly long Board meeting!  Vickie Kelly (immediate past Vice President of NADE, Chair of the Archives Committee, Director of the Hinds Community College Learning Center and Developmental Programs, Raymond Campus, and District Curriculum Coordinator of Developmental Programs) has agreed to serve as the Chair of this Committee.  Serving with her will be Maxine Elmont, Chair of the Workforce Development SPIN; Rebecca Goosen, Chair of the Professional Development Committee; and James Smith, Chair of the NADE Constitution Committee.  The findings and recommendations of this Committee will be reported to the Board for possible further action.  Please note that any changes to the current committee structure will need to come to the full membership on a ballot since it will require a change in the NADE Constitution.   We are hopeful that as a result of this evaluation, we will be able to offer the membership more valuable opportunities for involvement with Board support. 
 

NADE MARKETING CAMPAIGN:  IMAGE ISN’T
EVERYTHING, BUT IT GOES A LONG WAY!

Dessie S. Williams
NADE President-Elect

NADE’s national status carries with it an expectation of professionalism, viability, and recognition.  As the leadership of NADE strives to own up to these expectations, we pursue avenues to take advantage of opportunities that will positively impact our Association.  A key element to positive impact is that of image.  In some circles, image is everything, and since our NADE circle expands across many borders, we give ourselves to guarding NADE’s image and promoting NADE effectively.  Thus, our Board has embarked upon an image campaign that comprises two media components:  1) NADE posters – both general and individualized for each chapter organization and 2) NADE videos with which to promote NADE through Public Service Announcements (PSA’s).

NADE Posters

The Board is contracting with Linda Burgess and Linda King of Linda’s Desktop Publishing to develop three sets of posters for distribution on American college and university campuses.  Each set of posters comprises the following:  1) general information about NADE; 2) general information about NADE and an individual chapter’s logo and Web site address (26 personalized posters); and 3) NADE certification components and levels.  Each poster bears NADE’s motto and Web site address.  Final copies will be printed and distributed to chapter leaders, who in turn will distribute among their chapter members for distribution on their local campuses.

NADE Video PSA’s

NADE is also contracting with Mary Murdock, CEO of Murdock Productions, and Pat Buckhalton, Fox 48 WNTZ TV Marketing Consultant.  We are collaborating on production of three videos that will be used to promote NADE on television stations nationwide.  The videos will include 1) general information about NADE, 2) a special identifying tag for each NADE chapter, and 3) promotion of NADE certification.  Plans are to make these media available to NADE chapter leaders at the 2005 Conference in Albuquerque.  Chapter leaders will be asked to present these PSA’s to television stations (and possibly radio stations) in their areas and to request that they be aired under non-profit organization status.

It is with great anticipation and excitement that the Board launches this marketing campaign to bring more recognition to NADE and to tout the great things that we’re doing to support our students in higher education throughout America.  Our challenge is to involve all chapter leaders and members so that we can make this marketing campaign one that globally reaches our student populations and developmental education professionals.  Image isn’t everything; however, if we market the Association effectively, we can reach more students who need our services.  To obtain more information about NADE’s Marketing Campaign and/or to get involved, please contact me at dessiew@lsua.edu.
 

CALL FOR

NADE AD-HOC MARKETING COMMITTEE MEMBERS

Interested in promoting and marketing NADE?

Have experience in developing PSA’s, radio spots, CD’s, and other media?

Want to see NADE reach beyond the confines of its current chapter membership?

Contact NADE for more details:

Dessie S. Williams, NADE President-Elect

dessiew@lsua.edu

NADE NAMES CAS DIRECTOR

Dessie S. Williams
NADE President-Elect

NADE is a chapter member of the Council for the Advancement of Standards in Higher Education (CAS).  After careful study of CAS and its role in higher education, the NADE Board determined that it would be advantageous to have representation at CAS meetings at which standards are set in areas of student affairs, student services, and student development.  The Board appointed Karen Patty-Graham as CAS Director, who will serve a 3-year term in a liaison capacity between the two organizations.  Patty-Graham is a past Vice President of NADE, was Co-Chair of the NADE 2004 Conference in St. Louis, currently serves as a NADE Certification Reviewer, and is Coordinator of Instructional Services at Southern Illinois University – Edwardsville.

About CAS

NADE is one of 37 member organizations of CAS, whose membership is comprised of 100,000 professionals, the majority of whom are education practitioners in student programs and services.  Since 1979, the Council has fostered student learning, development, achievement, and good citizenship.  CAS created the Book of Professional Standards and Guidelines and Self-Assessment Guides that includes standards for student needs, sound pedagogy, and the effective management of currently 30 functional areas, consistent with institutional missions. 

Need for a CAS Director’s Position

For quite some time there has been discussion about NADE’s continued affiliation with CAS.  NADE’s records indicate that our involvement and support for interaction with CAS have been lessened over the years.  We have been paying $400 per year for membership during a period of tightened budgets, and we have even placed a footer on our letterhead stating that we are members of CAS.  And now we ask the question, why should NADE continue to be involved in a student affairs organization?

One of the goals of this Board was to examine this relationship to determine a course of action. Should we maintain the status quo, refresh and renew our commitment to this relationship, or should we terminate membership and involvement with CAS?  In order to be able to make an informed decision and to learn more about the workings of CAS, we decided to send a Board member to their next meeting.  NADE Treasurer Paul Hrabovsky was assigned the investigative task and was sent to Washington, DC, in April 2004 to attend the Spring meeting of CAS. 

After experiencing a working meeting and researching the functions, activities, and outcomes of CAS, Treasurer Hrabovsky reported to the Board at our June 2004 meeting.  According to him, at the biannual CAS forum there are many ongoing discussions across the continuum of higher education that affect developmental education.  Decisions are being made that directly affect developmental education and our roles in higher education based on materials generated through CAS and the activities of its Board of Directors. Several issues were brought to the table during Treasurer Hrabovsky’s experience that needed clarification or information regarding our role and involvement in student services.  With these observations, it was clear to the NADE Board that we needed to appoint a NADE member with a diverse and intimate knowledge of NADE and developmental education to represent NADE and serve as our CAS Director.

About the CAS Director’s Position

One of the criteria for selection of a NADE CAS Director is that the representative have experience as a member of the NADE Board of Directors.  The Director must have the experiential background to be able to speak for and represent NADE in the many discussions and decisions that occur through CAS.  Consideration for the position of CAS Director is given to past or present NADE Board members.  The appointment is for renewable 3-year terms.  Individuals must have a balance of experience in developmental education, certification, assessment, and the internal structure of NADE.  Historically, CAS has valued longevity of terms, with many Directors serving twenty or more years.

The NADE CAS Director’s position was established to fulfill expectations of CAS representation, report regularly to the Board, and communicate CAS activities to the membership at the annual NADE conference, e.g. Leadership Congress, business meeting, exhibit hall.  Sufficient funds are budgeted for the Director to attend both CAS meetings as scheduled each year.  The Director will receive an annual fee waiver to NADE conferences with the expectation of participating in the Leadership Congress and making presentations that will provide NADE members information regarding the actions, activities, and products associated with CAS.

Contacting CAS

CAS may be contacted through NADE’s CAS Director, Dr. Karen Patty-Graham, akpattyg@siue.edu, or at One Dupont Circle NW Suite 300 Washington, DC 20036-1188, (202) 862-1400.
 

NADE’S PRIVACY POLICY

Dessie S. Williams
NADE President-Elect

The NADE Policy Handbook contains Policy A-8 that provides members protection of privacy.  Within this policy NADE offers options for members to disclose or not to disclose information that would otherwise deny them their rights.  In our society where identity theft, illegal credit card use, and so many other crimes are prevalent, NADE is working to assure that our members do not fall prey to these ills.  NADE is sensitive to its members’ concerns and rights to privacy; therefore, I submit Policy A-8 that outlines our commitment to its enforcement.

I.  NADE's commitment to protecting the privacy of member information

NADE places high priority on protecting members' privacy. In the course of doing business with NADE, members need to share personal information. Members can be assured that NADE is diligent in its efforts to keep these communications confidential. The steps taken include:

A.  NADE leaders understand that they must maintain the integrity of personal information that they utilize when communicating with members. They are required to refrain from disclosing any confidential information or materials to unauthorized persons, both during their leadership and afterwards.  Membership information must never be distributed in any form--electronic or print--without prior NADE Board approval.

B.  NADE does out-source services such as data management and auditing that assist NADE in delivering services to members. These associations contractually commit to protecting the confidentiality of any NADE client information that they review or handle.

II.  Information NADE gathers about members

A.  To enhance the service it provides, NADE asks members to provide specific information through official applications, data forms, surveys, or other documents. Information may include such items as member's age, sex, ethnicity, personal interest areas, or personal opinions. The NADE Web site gathers general information about how the site is being viewed, but information on individual users is not recorded.

B.  Members may update, correct, or receive a copy of information NADE keeps about them by contacting the NADE Executive Assistant.

III.  How the information is used

The information NADE gathers is used for internal purposes to help NADE find ways to better serve members and to enhance the Association's programs and services. NADE may use the information it collects to send official publications or notices to members about programs and services that the Association believes may interest the membership. By agreement, NADE shares mailing lists with reciprocating organizations. These lists may be used only for purposes of informing NADE members of conferences and programs sponsored by those organizations.  Mailing lists may be sold to other organizations related to developmental education for specific purposes identified by the organization and approved by NADE, on a one-time use basis. NADE does not provide email addresses or phone numbers to outside organizations. Members may exclude their information from purchased lists and/or shared lists by contacting the NADE Executive Assistant.

IV.  Security

At present, NADE member information is collected only through paper and pencil membership forms. A goal is to provide both a membership and conference registration service through the Internet. When available, members will get access to their account information by using a combination of personal identification number and password. To protect privacy, any secure portion of data on the NADE Web site will be sent over the Internet using a secure transmission protocol.

V.  External web links

To provide members with extra information that may be helpful to their job performance, the NADE Web site contains links to other Web sites that are not affiliated with or maintained by NADE. NADE does not monitor the privacy practices of these third-party sites, and the Association does not exercise any authority over these sites. As a result, the Association does not assume any responsibility for the content or data collection policies and procedures of these sites.

VI.  Confidentiality

NADE agents having access to member information will not at any time or in any manner, directly or indirectly, use for personal benefit, or divulge, disclose, or communicate in any manner any information that is proprietary to NADE or its members or contacts.  The agents will protect such information and treat it as strictly confidential.  This provision shall continue to be effective after the termination of business relationships between the agents and NADE.  NADE agents, upon termination of the business relationship with NADE, will return to NADE all records, notes, documentation, and other items that were used, created, or controlled by the agent during the term of the business relationship.

VII.  Changes to the privacy policy

NADE reserves the right to change, modify, add, or remove portions of this privacy policy at any time. Members can review the privacy policy by clicking on the link that appears on the NADE home page. Anyone who has questions about this policy can email the NADE Executive Assistant.

The NADE Board created the NADE Digest in response to members' requests to have an outlet for shorter articles that have a pragmatic, single topic focus. The Digest will also publish conference proceedings in order to inform NADE members who cannot attend the NADE Conference or any conference sponsored by a NADE reciprocal organization. The new NADE Digest Ad Hoc Committee will incorporate the Monographs Committee into its function and responsibilities. Therefore, we welcome the submission of research-based monographs less than 2,000 words.

The Journal of Developmental Education (JDE) will continue to be a NADE membership benefit. Guidelines for the submission of manuscripts to the JDE are available on the National Center for Developmental Education Web site (www.ncde.edu).  In an effort to encourage authors to develop more in-depth manuscripts for scholarly publication submission, we suggest that NADE Digest authors consider substantially expanding their articles in terms of topic, research, and focus to render them appropriate for submission to the JDE or other scholarly publications. Along with the NADE Newsletter, NADE members now have three publications they will receive as part of their membership, and three excellent opportunities for manuscript submission.  

The Digest is a bi-annual publication. The first issue will be distributed at the 2005 NADE Conference in Albuquerque. We encourage members to submit manuscripts to the committee for review, as soon as possible.

The criterion for the Digest (and the reason we chose to call it a digest) is a short, practical article or monograph on best practices or other topics of interest to NADE members. Publishing guidelines are on the NADE Web site or can be obtained by contacting Rick Casper.
 

GOAL!  NEXT.

Paul Hrabovsky
NADE Treasurer

In 1989, the NADE Scholarship Fund was established. The long-range goal for this fund was to accumulate sufficient resources so that the fund could become self-supporting.  We have reached that goal this year!  The fund has been built, through NADE member contributions, to more than $27,000. Last year, the fund was invested in a special four-year CD.  The first-year interest rate was only 1.25%, not sufficient to generate a scholarship just from interest.  This year, with a 2.75% interest rate, the fund will generate approximately $670, and our first interest-generated scholarship will be awarded.  The good news is that interest rates for this CD continue to climb over the next two years.  During the fiscal year 2005/06 the interest rate rises to 4% with an interest payment exceeding $1000; two $500 scholarships can be awarded. Even better, in the 2006/07 fiscal year, the interest rate rises to 5.25% generating an interest payment in excess of $1450; three scholarships should be available that year.  Through careful planning and investment, the scholarship fund should continue to build and produce increasing financial rewards for those we serve, our students.

“What’s next?” you ask. There are hints in the NADE Policy Handbook, available on-line at www.nade.net (just click forms at the lower right corner of the “home page” and then “Policy Handbook and Strategic Plan” about half way down the screen). Go to Policy C-6 on page 57.  If your support for these funds is as generous as it has been for the Scholarship Fund, you can expect more good news in a few years.  To help this happen, designate one of the funds when you send a donation along with your membership or conference payment. 

Thank you for the support you’ve provided over the years in pursuit of this vision, and congratulations on this outstanding accomplishment.

CONFERENCE NEWS

Sonja Strahm
NADE Vice-President

NADE 2005

Having just returned from the Board meetings in Albuquerque, I must say that we are in for a great experience at NADE 2005, March 8-13.  From the Opening Reception through concurrent sessions to the Cultural Diversity Reception through more concurrent sessions, Chapter meetings, and SPIN groups to Poster Sessions, NADE 2005 promises to provide learning and fun.  You will also want to take advantage of some wonderful tour options.  This may be your one and only time to take a hot balloon ride or not!  Plan to stay through Saturday, so that you can get the most out of your time in Albuquerque.

The Call to Conference will soon be mailed and posted on the Web site (www.nade.net); be certain to have your registration postmarked or faxed by February 8 for the best price.

Albuquerque is a great place for “Learning and Teaching: Above and Beyond.”  The chairs and committees are busy preparing; they have wonderful, creative ideas that will take us further up the road in our efforts as developmental educators.  Route 66—we’re on our way!

NADE 2005 Planners take a break.	NADE 2005 meets with the Board on Saturday morning.

NADE 2006

Traveling to various regions of our country is part of being a NADE conferee, so it seems.  In 2006 the NADE conference will be in Philadelphia, March 8-11.  Already the PADE chapter is actively preparing for “Independence Through Developmental Education.”  Attendees will have not only a wonderful conference to attend but also opportunities to experience many venues of our country’s heritage. 

CONGRATULATIONS, NADE 2004!

Not only was NADE 2004 a wonderful conference, but MRADE, IDEA, and ILSADE collectively received $4,050 for their chapters. It takes tremendous planning, thorough implementation, and persistent follow-up; these chapters are to be commended on all three levels.  THANK YOU!

NADE 2007

NADE 2007 is going to be a Board-sponsored conference, planned and organized in a way that several chapters will have an opportunity to serve.  It is often impossible for a chapter to plan a whole conference, but here will be a chance to be involved without being overextended.  If your chapter is interested in helping, please contact the NADE vice-president, Sonja Strahm, at snstrahm@tayloru.edu for more information.  NADE 2007 is going to be like no other NADE conference; the NADE Board wants your chapter to be involved! 

An advance party from the NADE 2005 Conference Team descended on the beautiful city of Albuquerque on Friday, September 24.  We were greeted with that the welcoming Southwest hospitality for which the city is famous.

After a good night’s rest, we were able to meet with the NADE Board Saturday morning.  The meeting proved very productive.  We appreciated their support and concern for us and the conference, and they, in turn, provided insights and suggestions for our planning.

Our next stop was a short drive west of Albuquerque at the Route 66 Casino where the Opening Reception will be held.   After several delicious turns through the buffet and some industrious planning time, we toured the rooms where our events will be held.  This facility will be an enjoyable, inviting place for the reception, and the gift shop is packed with fun Route 66 memorabilia. 

The Indian Pueblo Cultural Center where the Cultural Heritage Event will be held was the team’s next destination.   We entered the facility through the beautiful new addition which will house our dinner and other activities.  A tour through the museum and shopping in the extensive gift shop will please those wanting to experience and perhaps take home a memento of the Southwest.

Our journey continued to the Albuquerque Convention Center as we toured the areas where the majority of the conference activities will be held. The facilities are ideal for the conference and include a helpful and friendly staff, who want to help us have a successful conference.   We could envision our two general sessions in the beautiful and spacious KIVA Auditorium as the keynote speakers, Kay McClenney and Jimmy Santiago Baca, address conference participants.

The Hyatt Hotel is kitty-corner from the Convention Center, the DoubleTree has a connecting tunnel, and the La Posada is just a short block away.  All of the hotels offer easy access for NADE Conference participants.

After a wild, spicy dinner at a local barbecue place, we headed for dessert at the beautiful, magazine-worthy home of Dr. Gerry McBroom, Dean of the developmental program at TVI Community College.  While sampling an astounding variety of desserts, we and the NADE Board had a chance to meet with many of the local team who are working hard to provide the NADE 2005 attendees with a unique and rewarding experience.  That Albuquerque team is most enthusiastic about all aspects of the conference experience. 

Our day was climaxed with a vivid desert sunset and a twinkling evening view of the Albuquerque vista from the foothills of the Sandia Mountains.  Lights glittered as we headed back to our hotels after a very full day of seeing and planning, good company and good food.   Our experiences with the people and places in Albuquerque forecast that 2005 will be the best ever NADE conference.

Developmental Education: Gateway to Success was the theme of the 28^th annual NADE conference in St. Louis, Missouri, March 10-14, 2004.  As I reflected on the conference, I was drawn back to our conference theme.  We hope that you view developmental education as a gateway to your professional success as well as a gateway to success for your students.  We hope that Richard Light gave you a retrospective view of what students say works for them in higher education and a prospective idea of how you can apply that ongoing research to your work.  We hope that Crystal Kuykendall reinvigorated you for facing daily professional and personal challenges.  We hope that Olympian Ray Armstead, developmental student award winners Calvin Mackie and Susan DuSablon, and the student entertainers helped put faces to past, present, and future students who may benefit from your professional interest in them. 

As you think of developmental education as a gateway to your future success, we hope you gained valuable insights from the 172 concurrent sessions and 16 pre/post conference institutes.  You can always find some strategy to take back to the classroom for Monday morning, but we hope you also took some theory, research ideas, and program level thoughts to expand your horizons.  We hope you attended your local chapter meeting, found a SPIN of particular interest, and attended one of NADE’s committee meetings so you may continue your professional growth within your chapter or national association.  NADE is always seeking emerging leadership at both the local and national level. 

We hope you enjoyed yourself at NADE!  From 1804 with the fife and drum corps, Lewis & Clark exhibit at the History Museum, Frank X. Walker’s poetry, and the Museum of Westward Expansion at the Gateway Arch; to the 1904 Exhibit Hall, trolley ride to the Forest Park site of the 1904 World’s Fair, and the fun/run reminiscent of the 1904 Olympics featuring Olympian Ray Armstead; and to 2004 with the gleaming Gateway Arch, a taste of St. Louis foods, and a variety of St. Louis entertainment.  We hope you created some memories to treasure.

On behalf of the NADE 2004 conference planning committee, we want to thank the 1100 people (1039 regular registrants and 73 exhibitors) who attended NADE 2004.  Our web site is still in operation (www.nade2004.com), so you may peruse some entertaining conference photos. We encourage you to keep up your good work in opening gateways to success for you and your students.  We look forward to seeing you in Albuquerque next year to continue forging new gateways to success. 

The 2005 NADE conference will be here before you realize it. Therefore, please consider nominating yourself or someone else for one of the various awards which NADE offers to help us validate what we do as developmental educators. Don’t delay, do it today.

To do so, visit the NADE website (www.nade.net) and click on “awards” and then choose between “awards” or “scholarships and grants” or “general application instructions” to view the list of awards, benefits (some of the awards include a stipend), and the submission requirements as well as the deadlines for application for this year.

Any of the research awards are judged by the research committee, so it would be faster to send your application directly to Jo Warner, who is the chair of that committee. Please also send me one copy since I will need the information from each application to report to NADE’s Executive Board with the list of applicants and the winners. Jo’s address is as follows: Eastern Michigan University, 515 Pray-Harrold, Ypsilanti, MI 48197. The application for the Kellogg Institute Scholarship should be submitted to the professional development committee in care of Rebecca Goosen at San Jacinto College, North Campus, College Preparatory Division, 5800 Uvalde, Houston, TX 77049. Please also submit a copy to me for the same reason as the research awards. Submit any other award applications to me, Barbara Stockton, at Jackson Community College, 2111 Emmons Road, Jackson, MI 49201-8399.

Last year, we extended the deadline for application of awards until December. That caused many problems in terms of being ready for the conference, so it will not be extended that much again. However, the NADE Board realized that because of the start of the school year, September 15^th is too early for many people to submit any application, so they agreed to a deadline of October 15^th. I notice that it was not changed on the website, but if you wanted to submit one, we will take it up until October 15^th. The deadline will not extend beyond that, so don’t be disappointed.

NADE’s annual conference is one of two annual events during which Certification Council members are able to meet “face to face” to complete their work.  We took full advantage of this opportunity in St. Louis to enhance and streamline the certification process for both applicants and reviewers. 

Two of the major components of NADE Certification are the completion of a Self-Study using the NADE Self-Evaluation Guides and the collection of at least three years of recent, consecutive program evaluation data. Both the Self-Study and the data must be accompanied by evidence that their results are used to make improvements in programs, services, and courses.  The Certification Council engages in similar types of thoughtful reflection.  As a result, and in an effort to further refine the certification process, the Council decided to shift two components of the Self-Study, as well as the data collection and analysis, from the Full Application to the Preliminary Application. 

As of March 2004, Self-Study Parts I (Mission, Goals, and Objectives) and XIII (Evaluation) will be submitted as part of Preliminary Applications for all components seeking NADE Certification.  In addition, applicants will be required to submit three years of recent, consecutive data and trend analyses indicating that improvements have been made.  Applicants completing a Preliminary Application for the Developmental Coursework Program component will continue to be required to submit Self-Study Part XIV (Content) accompanied by syllabi for the courses offered in each subject area seeking certification.

This change does not add to or diminish applicants’ required effort:  it simply rearranges the work load.  Until recently, the Certification Process was end-loaded for work, but now the work is more evenly balanced between the Preliminary and Full Applications.  What this means for applicants is more time and effort will be required in the initial stages of the process to complete the Preliminary Application, while the completion of the Full Application will become less daunting.

This change impacts all applicants who attended the Training Institute held in March at the Annual Conference in St. Louis.  Applicants attending certification training prior to March 2004 will be allowed to choose between the procedures outlined at the time they were trained or to utilize those described above.

Those are lovely words to some people and scary ones to others.  Some people throw away things they’ll need in the future (but don’t think about it at the time) and live to regret it.  Others save everything and can find nothing when they need it!

Fortunately, NADE has a policy for saving important materials for its Archives.  NADE’s history is one in the making, and future NADE members and officers will need the information.  Fortunately for the history makers and for those who will later research their legacy, NADE’s archives are being collected, sorted, and saved in a secure place: the NADE Office.

Certain items have been deemed appropriate for archiving by NADE leaders and members and are itemized in NADE’s Policy Handbook.  According to Policy C-9.III, “The NADE Archives Committee does not independently solicit material for the Archives.”  It is therefore important that NADE units submit the appropriate materials in a timely manner.

Each Conference Team is requested to send the following (Policy C-9.III.NADE Conference Teams):

• One copy of each piece of promotional literature
• One copy of the Call for Proposals
• One copy of the Call to Conference
• One copy of the program
• One copy of the final conference budget, showing all expenditures and income and the resulting conference profit
• One copy of the final conference report
• One copy of the final conference evaluation report
• One copy of all contracts entered into

In the event Conference Co-Chairs overlook that request (for archival materials) in the excitement and rush of planning and implementing NADE’s Annual Conference, the current NADE Vice President reminds them.  So all is well.

Each NADE chapter is asked to submit the following (Policy C-9.III.Chapters):

·        One copy of the each chapter’s executive board members within one month of elections

·        One copy of annual Call to Conference

·        One copy of each newsletter

·        One copy of each journal

·        One copy of each chapters’ annual report

·        One copy of each chapters’ annual Chapter Development Inventory

NADE chapters may not currently have a specified location for their own copies of “must save” documents.  If not, this issue might be an important one to consider during the next chapter council/board meeting or annual conference. 

Of utmost importance are guidelines for the management of archived materials.  Each chapter could make its own policies regarding usage, of course. However, a key rule for every chapter should be that materials are not to be removed from their permanent storage place any longer than it takes to research or copy information.  If it is essential to take materials from their place of storage, a check-out system and time frame such as libraries use might serve as a safety net.

Committees and SPINs have only two required submissions (Policy C-9.Committees; SPINs):

·        One copy of each publication

·        One copy of the annual report

History is important!  Each year, a narrative of NADE’s updated history is placed in the program booklet of the Annual Conference.  We relish our rich history and appreciate those who work to preserve the past records and maintain the current.

Are you interested in NADE’s conference?  How did it go?  Did other members enjoy the speakers as much as I did?  The location was beautiful!  Did any other members like the scenery as much as I did?  If you are at all curious about the conference evaluations or would just like to help analyze the evaluations, then join the Research Committee. 

Would you like to support members’ research?  Would you like to help evaluate research award applications? Join the Research Committee!

Are you interested in other aspects of research? Would you like to mentor new researchers involved with developmental education research?

If any of the above issues are of interest to you or if you have other ideas related to research, contact Dr. Jo F. Warner, NADE Research Chair, at jwarner@emich.edu.

Last Spring, in my fourth semester as an assistant professor, I had twenty-six students in my double-period College Algebra class. Twenty of them were retaking the course because they had failed it. Given that the course is uniform throughout the school, everything was the same except for the instructor. I could foresee the challenges ahead, especially when they all expected to fail again. Trying to inject some optimism into them, I informed them that a student last spring earned an A who had been in the same situation. I also added, and they agreed, that the way to succeed in this course is to: come to every class, ask questions, stop me if I am going too fast, don’t miss the weekly quizzes and the group activities, etc. With that slice of motivation, the students’ hopelessness seemed to be alleviated, and so we went to work.

A total of twenty-one students passed the course in the end, and of the twenty retaking it, fifteen passed. The methods of instruction seemed to have worked. I wanted to know the students’ views as to what in particular had contributed to their success in my class. So I interviewed those who retook and earned a C or above this time around. Seeking more opinions, I also contacted some of my students from the Spring semester 2003 with similar records.

The interviews were conducted mostly over the phone, for it was difficult to find students in the summer. I asked each student the two following questions:

1.  What worked for you this semester? In other words, why do you think you succeeded in the class?

2.  Why do you think you failed last semester?

There were a variety of answers to both questions, some of which were quite edifying. To begin, I will name the students with numbers, affix their grades next to them, and share with you their answers to Question 1, “What worked for you this semester…?”

Students 1 (B+)

-- “You went into more depth, you explained more”

-- “You were available for help.”

Student 2 (C+)

-- “The review before the final”

-- “The group activities”

-- “The quizzes- I could work on my mistakes after you graded them.”

Student 3 (A-)

-- “You took the time with students to explain the material”

-- “You made yourself available”

-- “You answered every student’s question”

-- “You would not move on until we understood.”

Student 4 (B+)

-- “Your teaching style, your interaction with us”

-- “You worked one-on-one with us in class.”

Student 5 (C+)

-- “The double period”

-- “You took the time until everyone understood”

-- “You were hands on, you went around and helped”

-- “You took the time to explain.”

Student 6 (C+)

-- “There were more group work”

-- “The problems seemed easier.”

Student (7)

-- “There were more quizzes”

-- “You were more patient.”

Student 8 (A)

-- “The teacher’s patience”

--  “You cared about students’ needs”

-- “We practiced in class after examples were done on the board”

-- “You went around to help, to see if students were okay”

-- “The review guides.”

Student 9 (B-)

-- “ I did better because it was the second time around”

-- “The classroom environment, we were working together”

Considering the students’ performance and their responses, the teaching approach seems effective. I will share below what I believe works at the lower level and some of what I have learned from these interviews.

First, having an understanding of the group is of great importance. One has to realize that students taking college algebra, developmental or other lower level math courses have not had a good experience with mathematics. With this understanding, individual attention with the necessary patience is accorded to the students.

Second, it is important to cultivate a relaxed and dynamic classroom environment. This can be done by engaging the students in discussions about topics other than math once in while. With such environment, students become comfortable, and therefore ask questions frequently and volunteer answers freely without ever feeling embarrassed, a situation which accelerates the learning process. Because of this, they also want to come to class to participate in the discussions.

Finally, cooperative learning and frequent feedback have proven to be very useful. Besides learning from one another, students working frequently in the same small group create bonds which help promote the environment I mentioned earlier. Also, the importance of weekly quizzes can never be overstated given both their didactic and pedagogical values.

The students also had interesting answers to Question 2 which can help us teach them better. For example, Student 8 offered that lectures via transparencies were one of the reasons why she had fail