What do best practices in developmental education, art, Chip Anderson, baseball, book publishers, exceptional concurrent sessions, and Cooperstown have in common?  Well, for one, they make for a model symposium – moderately priced for state conferences – in which each common thread serves as a backdrop to an academic learning environment, professional exchange, and lots of fun.  And so was the stage set for the New York College and Learning Skills Association’s (NYCLSA) 28^th Annual Symposium held at the Otesaga Resort Hotel on April 3-5, 2005.
          The Otesaga Resort is situated along the Otesaga Lake, all nestled in the quaint village of Cooperstown, New York.  Imagine participating in a conference amidst a nice resort hotel surrounded by a breath-taking lake of water that spans for miles out.  Then picture yourself being catered to by a wait staff whose sole purpose is to anticipate your every fine dining desire – for breakfast, lunch, and dinner, and in between if you’d like.  Visualize yourself tasting the cuisine that is scrumptiously prepared and served by some of the top culinary artists in the world.  Add to this backdrop the Baseball Hall of Fame Museum, Fenimore Museum of Art, and other sites, and you’ve got the perfect conference setting.
          For years, NADE has been known for citing best practices in developmental education, and now I’d like to extend acknowledgements to NYCLSA for hosting one of the best practices in NADE chapter conferencing.  Dr. Chip Anderson, nationally-renown author, began the opening Plenary Session with a workshop entitled the same as his book, “StrengthsQuest,” which sets up a model for developmental educators to focus on students’ strengths in helping them progress to high levels of academic achievement.  He conducted an afternoon of affirming and enriching strategies for tapping into our students’ needs – finding out where they are, learning, and guiding them into their various areas of strength.  We, as professionals, identified our own strengths as well; then we learned how to help our students discover theirs.  He put this concept into perspective for conference attendees later during his keynote address entitled, “The Strengths Revolution:  Students Learning with their Strengths, Stimulated by Educators Teaching with their Strengths.”  Truly, Dr. Anderson kept us focused and yearning for more information.  He made copies of his book available to each conference attendee, thus providing a great resource for further study and classroom instruction.
          As NADE’s representative, I participated in a panel discussion entitled, “Student Success and Retention,” joined by administrators from local colleges and universities:  Dr. Gretchen Starks-Martin, Dr. Carol Genesee, Dr. Anne Shelly, and Dr. Barb Risser.  Some of the best concurrent sessions were provided by NYCLSA members.  NYCLSA’s Annual Awards Luncheon recognized some of their most outstanding figures in developmental education.  Incredibly, their Business Meeting boasted almost 100% participation, and what a great meeting it was!
          Conferences in the state of New York will never be the same because the team of President Marj Moore, Immediate Past President Julie Jackson-Coe, and Past President Karin Killough have made the resolve to assure this.  Congratulations to each of them and to the other NYCLSA officers for affording their members this wonderful professional development experience.

          I have experienced sticker shock, income-tax shock, and even an occasional electrical shock, but all of these pale in comparison to my “NADE Board Shock” in Albuquerque.  I was not prepared for the massive amount of work the Board has to do during conference week nor for the time spent.  However, I came away from that experience with increased respect and admiration for the NADE members who take on this responsibility.  As with everything else about developmental educators, assuming additional duties speaks to our commitment to our profession, our concern that developmental education is recognized and respected, and our intention that our students are always served with the utmost care.
          Now, lest you think that the previous paragraph is a bit of personal “horn tooting,” let me say that I am still very much a rookie at the Board thing and am learning every day since Albuquerque about the challenges of this role.  I was extremely humbled and grateful to have been elected, but as I told many of friends and colleagues, I felt like the dog that caught the car—“Now, what do I do with it?”  The NADE Board, with foresight and consideration, helped me answer that question.  Because I was the only new member to come on the Board for 2005-2006, the Board departed from its usual policy of having new members come in a couple of days before the conference and invited me to attend meetings from the beginning of its NADE ten-day week.  As a result, I observed and learned for that entire period.  At times, my brain was so full I wanted to scream “No more,” but the members kept on going like a group of Energizer bunnies on caffeinated beverages and chocolate (these being the extent of our sanctioned stimulants).  I asked questions whenever I wanted, and the Board members were most gracious and patient in their explanations.
          So what do Board members do?  First, the intention throughout every Board session is to advocate for your interests and needs.  They review minutes, discuss budgetary issues, address policy matters that need immediate attention, and discuss various committee, SPIN, and task force vacancies and replacements.  Second, the Board obviously spends a great deal of time with the Conference Committee going through the schedule on an almost minute-by-minute basis, touring the facility, and verifying last-minute items.  During the conference, the Board members are busy meeting with committee, SPIN, and task force chairs and getting reports from these groups.  Various groups such as ACDEA, the Certification Council, the staff of JDE, and the Emeritus Council meet during the official conference days.   Next, the Board meets with conference chairs from upcoming conferences to offer advice and ask questions.  When the conference officially is finally over, the new Board takes office.  The immediate task of setting goals for the coming year is, as you might imagine, not an easy one.  These goals are addressed at the subsequent four Board meetings before the next conference.
          So, are you out of breath yet?  And why would anyone set himself or herself up for this additional responsibility?  Already,  the rewards for me have been huge, and I’ve barely started.  If you do not shy away from hard work, long hours, and an occasional “What was I thinking?”, then running for one of the NADE offices could be your briar patch.  I look forward to serving you and to hearing from you at any time.  Have a restful summer!

          The NADE Digest Ad Hoc Committee distributed the premier issue at the 2005 Conference in Albuquerque. Copies were distributed to NADE members attending the conference, and copies will be sent to the rest of the membership once we compile a mailing list of those who did not attend.  NADE members are asked to please make sure the NADE office has their current mailing address.
          The Executive Board made the decision to publish a fall 2005 issue. Jane McGrath and Laura Villarreal are serving as co-chairs of the Digest editorial team. All manuscripts and requests for information should be directed to one of these co-chairs (contact information is given below).
          The Board has authorized the expansion of the publication to include more articles. Membership evaluation of the first issue was positive; however, there were suggestions that the size of the pages and of the typeface be increased to make it more readable. The co-chairs are considering these suggestions as well as expanding and relocating the Table of Contents.  Professional publishing guidelines are also being developed to further define the type of articles the Digest will publish. The guidelines will also clearly define the peer review process as well as communication between authors and reviewers.
          We are encouraged about the future of this publication, and we want to thank the NADE membership for their comments and support.

NADE DIGEST CO-EDITORS:
Laura Villarreal                               Jane McGrath
Laura.Villarreal@utb.edu                Jellenjay@aol.com

          For those of you who missed the NADE 2005 conference in Albuquerque, we announced the location for the NADE 2007 conference.  Nashville, here we come!
          The planning for this conference is going to be very different.  Instead of the conference being planned and hosted by a single NADE chapter, this conference is going to be planned and hosted by all of the chapters. We already have volunteers from almost every one of the NADE chapters.  The response to the invitation to become involved has been outstanding.  There are so many things that need to be done.  There are tasks for everyone...a few big ones and lots of little ones.
          You can contact either of the conference co-chairs Pat Newell (pnewell@edison.edu) or Dessie Williams (dessiew@lsua.edu) if you would like to become involved.
          You will be hearing more about the conference as soon as we decide on a theme and logo.  We have a volunteer to be our webmaster, so be watching for the link to the conference page that will be located on the NADE homepage.  The address is www.nade.net .  Please think about getting involved.  This is a great way to give back to our great organization.

          The premier issue of the NADE Digest was distributed at the 2005 conference in Albuquerque. Members who were unable to attend the conference will receive their copy in the mail. Extra copies are available through the NADE office for $7.50 each plus shipping and handling.
          Due to the success of that issue, the NADE Executive Board has decided to publish the Digest twice a year. The deadline for the fall issue is July 1, 2005.
          The Editorial Board invites articles that relate to practical issues in post-secondary developmental education. Articles should inform and broaden our understanding and practice of teaching and learning in developmental education. Research articles should reveal specific techniques, strategies, and recommendations for developing elements critical to student success.
          The NADE Digest is an opportunity for members of our profession to share their innovative approaches, best practices, meaningful research that has affected teaching and learning, and techniques that enhance student performance.
          Digest articles could include “best practices” articles on topics such as effective teaching strategies, motivational strategies, using technology, and classroom assessment. An article could describe, for example, an innovative program you have helped design, implement, and evaluate. You may also provide details on one of your successful classroom strategies or lessons, or you may explain how support services are designed to enhance student success at your institution.
          Manuscript guidelines include:

          The Southwest Association for Developmental Education (SWADE) hosted the 28^th Annual NADE Conference in Albuquerque, New Mexico, on March 9-13, 2005.  It began in the Albuquerque Convention Center on Wednesday, March 9, with the NADE Leadership Workshop attended by the NADE Board and the President-Elects from each NADE chapter.  There were Pre-Conference Institutes offered both morning and afternoon, and there were many participants in attendance.  In addition to these Institutes, the NADE Certification Council offered NADE Program Certification Training.
          The Exhibits Grand Opening followed a reception for the exhibitors in the Exhibit Hall.  The exhibits were draped in the red and yellow colors of the conference logo and were very striking.  There were over 40 exhibitors who brought their latest and best materials to share with conference participants.
          Participants were then bussed to the Route 66 Casino.  The Newcomers were on the first busses to attend a special reception for them.  Other participants arrived and had a great buffet and a live band as entertainment.  It was a great success.
          The next morning, Thursday, March 10, the Martha Maxwell Scholarship Fun Run/Walk was held early in the morning.  It was planned to take the participants to run along the Rio Grande River, but there was a problem with bus transportation, so they ran/walked around the square just west of the Convention Center.
          All conference participants were treated to a great continental breakfast at the Convention Center before the first General Session in the Kiva Auditorium.  It had been decided to give the NADE Awards at the general sessions so that more people could celebrate with the recipients, and a part of these awards were given out at this session.  The Keynote Speaker for this session was Kay McClenney, Director of the Community College Survey of Student Engagement at the University of Texas at Austin.  She challenged the participants to better realize the power of developmental education.  She also did a concurrent session after her keynote address.
          Immediately following the General Session, the Exhibits opened, and the first round of concurrent sessions began.  Box lunches were made available to participants so that they could take them to the SPIN Meetings which were held in two sessions during lunch time.
          The afternoon concurrent sessions were held.  In the evening, those participating in the Cultural Heritage Event were bussed to the Indian Pueblo Cultural Center for an evening of shopping, exhibits, and another great buffet.  We were welcomed by a young lady in her Native American language, and several attendees were dressed in clothing reflecting their heritage.
          After another great continental breakfast, Friday began with the NADE Business Meeting was held in Kiva.  Immediately following, participants in the second General Session were treated to more NADE awards.  They then were wowed by the Keynote Speaker, Jimmy Santiago Baca.  He talked about coming out of prison, where he taught himself to read, and going through developmental education to begin his higher education experience.  He had everyone laughing one minute and crying the next.  His presentation was the center of many conversations the rest of the day.  He also did a session immediately following his keynote address.
          The concurrent sessions after the keynote were again well attended, and foot traffic in the Exhibit Hall was continual.  For those who wished, a box lunch was provided so that participants could attend their chapter meetings.  These were also well attended.  The afternoon was filled with three more groups of concurrent sessions.  The discussion about all the concurrent sessions over the past two days was that they were very professional and the topics were timely.
          The Exhibit Hall closed at 2:00 pm.  A PDA was given away just prior to the closing.  Exhibitors were very happy with everything relating to the hall, and they were excited with the number of people who came in.
          Everyone was on their own for dinner.  Albuquerque provided a wide variety of places to eat with almost any type of cuisine a person could want.  Many went to Old Town, Central Avenue (Route 66), and other areas of the city.
          Saturday morning started bright and early with the President’s Breakfast.  A fife and drum marched in, followed by a colonial parade of people from Philadelphia; then we were given a colonial welcome to the breakfast, which had a definite South Western flavor.  After breakfast, the new NADE officers were installed, and several awards were given.
          At the conclusion of the breakfast, a new event at NADE conferences occurred.  Breakfast participants moved into a large adjacent room where they were greeted by displays of over forty poster session sites, many with multiple presenters. Others who were not in the breakfast joined them from entrances off of the hallways.  Both participants and presenters were excited about this new facet of NADE conference.  The feedback was very positive, and all felt that the poster sessions should be continued at future NADE conferences.
          While members of the NADE 2005, 2006, and 2007 Conference teams huddled together in a debriefing luncheon, NADE participants enjoyed tours around Albuquerque and to Santa Fe.  Of course, many packed up and headed home.  Those who stayed enjoyed the hospitality of the South West.
          After all was said and done, there were 1197 attendees at the conference who had a great time being immersed in the ambience of the beautiful city of Albuquerque, enjoying the association of other developmental educators in educational sessions and social activities, and being renewed for another year. 

For pictures from NADE 2005 in Albuquerque, click here: 
I Want To See Pictures!

          Building on established strengths with enhanced unity is a priority our committee discussed during the recent annual NADE conference in Albuquerque. That sun-splashed city enjoys a modern energy swirling among its historic streets and a united pride among its diverse population. Thus, it was a most fitting setting for NADE conferees to share some of our own diverse strengths and to focus increasing energies on the challenging times we face.
          As far as our policy efforts, we’re looking at greater communication among our chapter liaisons – a stated priority of our chapter duties – by updating a database, possibly preparing surveys of chapter liaisons on policies and issues our members feel are crucial to our success, and developing an enhanced system for issuing “calls for action” to our membership. Also, this committee’s long-awaited website may also become a reality as NADE explores securing a webmaster to offer enhanced web service to all its committees. In several ways, our Executive Board is placing even more emphasis on strengthening our political awareness and level of action, and we are very gratified by the enthusiasm and commitment that President Dessie Williams is bringing to this cause.
          On the national level, there are issues now being debated in Washington that are of interest to many developmental educators. A primary concern for many of us has been the administration’s stated intention to oppose reauthorization of the Carl Perkins Act funding this year. This legislation has provided major financial support for career and technical education on the secondary and post-secondary levels, particularly in community colleges. The administration cited a perception of waste and duplication of services under the Perkins programs – a very questionable charge when looking at the data on the program. It’s important to note that, in addition to the technical education programs that would directly suffer without Perkins money, the loss of these funds would have devasting effects on the total operation of many community colleges.
          However, Perkins’ track record in enhancing career education has garnered strong bi-partisan support for the legislation and, as we were discussing key legislative issues at our conference in Albuquerque on March 10, the U.S. Senate passed (by a vote of 99-0!) reauthorization of the Perkins Act at a funding level very close to the present one. There will be a few changes involved, some dealing with local accountability, but it is evident that lawmakers from diverse political philosophies see the value of this crucial program. Now the measure must pass in the House of Representatives (H.R. 366), where it has already been approved in committee, and fortunately its prospects look very positive.
          Also, our membership is justifiably concerned about the status of some of our TRIO programs which the administration also targeted for elimination. We must join other educators in monitoring the status of these programs and marshalling supportive efforts when appropriate. We invite input from our four-year institutions on these and other issues which also affect them. Our committee currently has no members from four-year colleges, but we are very interested in your involvement; we are all in this together!
          Incidentally, my college’s own politically-active president, Dr. Clyde Muse, recently shared with me for use with our committee a copy of the American Association of Community Colleges report “Community College Federal Legislation Priorities” involving issues facing  this session of Congress. I’ll bring you more detail on this report’s specifics in the future, but you can access a summary of these positions at www.aacc.nche.edu . Follow the link on Legislative Issues (Convention Issue; April 1, 2005).
          We are eager to hear from the chapter liaisons on issues of concern to you, both on the state and local levels. Let’s help make NADE even more visible and influential in the coming year!

Note: After the above article was submitted, the House of Representative passed the Perkins Act reauthorization (H.R. 366) by a vote of 416-9. Both houses of Congress now only have to work out minor differences. Due to the overwhelming bi-partisan support for the measure, President Bush is expected to sign the legislation into law. 

          The CAS Council of Directors met April 17-19, 2005, in Washington, D.C.  The Council consists of representatives from approximately 37 professional associations that are concerned with providing quality services to students in higher education institutions.  At that meeting, the Council reviewed four sets of standards for programs:  College Honor Societies, Service-Learning Programs, Commuter and Off-Campus Living Programs, and Orientation Programs.  The Orientation Programs standards revisions were not approved and will be reworked because the Directors wanted first-year transition programs to be included in standards consideration.
          CAS plans an October 2006 research conference that will focus on ways CAS Standards and Guidelines are used in higher education institutions and associations for program improvement, accreditation, and learning and development outcomes assessment.  If your school is using CAS Standards and Guidelines (or the NADE Self-Evaluation Guides), you should keep October 2006 in mind and plan a proposal to share your research and/or application of the standards.
          If you or someone from your institution has used CAS Standards and Guidelines for program self-evaluation, please contact me because CAS plans to create a nationwide database of such program efforts.  A few of you at NADE 2005 indicated in a brief survey that you have used the CAS Standards for research or program improvement, so let’s pass that information along to CAS and to our fellow NADE members.  More of you indicated that you knew of and have used the NADE Self-Evaluation Guides for program improvement; remember that our NADE guides have their basis in the early work of CAS to develop a set of Standards and Guidelines for Learning Assistance Programs.
          For additional information about CAS, go to the NADE web site (www.nade.net) links to CAS or contact Karen Patty-Graham, NADE CAS Director, at kpattyg@siue.edu .  See also the CAS ad below.

          The 2006 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.
          The conference in Philadelphia is in mid February next year, so we will not be able to extend the deadline for the awards (Martha Maxwell and Kellogg Institute Award nominations are due December 15^th; all others must be postmarked by September 15^th); however, since September 15^th is too early in the school year for many people to submit any application, please think about doing that now. The deadline will not extend beyond that, so don’t be disappointed by getting yours in late.

          This year I was extremely pleased to be able to present some very impressive candidates who were nominated for awards. The awards were presented at two different times during the plenary sessions so that more members could see and recognize all the special people who were honored. Because of this new procedure, there was not time for the winners to give any acceptance speeches. Therefore, I decided to send copies of their acceptance speeches to the newsletter so that NADE members could enjoy them. I will inform you about each award and its recipient and then insert their comments.
          Before I begin, though, I would like to thank the many people who were part of the award process. First there are those who took the time to nominate people for the awards (I hope others of you will follow their examples and decide to turn in nominations for next year’s awards). Then there are those who helped evaluate the award nominations. Those that I am especially thankful for are the members of the awards committee: Donna Saye of Georgia Southern University and Ted Miller and Kawita Kandpal of Jackson Community College in Jackson, Michigan. In addition, I would like to thank Jo Warner of Eastern Michigan University, who is chair of the research committee and whose committee evaluated the research awards. Furthermore, my appreciation is given to Rebecca Goosen of San Jacinto College North Campus who is chair of the professional development committee and whose committee evaluated the professional development awards. Finally, I would like to thank the NADE Executive Board and especially Vice President Sonja Strahm (and former Vice President, Vicky Kelly) for their constant assistance with all the procedures involved with the award process.

The John Champaign Memorial Award for Outstanding Developmental Education Program

          The first award presented on Thursday morning was The John Champaign Memorial Award for Outstanding Developmental Education Program, which recognizes excellence in developmental education programs. Before his untimely passing, John Champaign directed the developmental education department at Finger Lakes Community College in New York. He demonstrated how effective developmental education could be with limited resources. His program was recognized by many as "exemplary." Champaign chaired several NADE committees and was chairperson of NADE’s Future Directions Task Force. The winning program is invited to present a session at the following year’s NADE conference to highlight its strategies used to promote excellence.
          This year’s recipient, the Academic Skills Advancement Program of Ivy Tech State College at Evansville, was nominated by Dr. Michael E. Petty, General Education and Support Services Chair at Ivy Tech. At the 2004 NADE conference, the Developmental Coursework Program at the Evansville campus was awarded Distinguished Certification from NADE. In addition to helping students, the leaders of the Academic Skills Advancement Program have helped at many Indiana Association for Developmental Education activities and conferences and have won Ivy Tech’s state and regional awards for excellence in teaching, for which they were nominated by students who participated in the program. A letter from a non-traditional student written to the director of the program who was her teacher was included in the nomination packet. I would like to share a statement from the letter which exemplified what the rest of the documentation supported. The student said that others told her she shouldn’t waste her time and money on the program because it wouldn’t transfer, but she was glad she decided to anyway. She said, "It has changed my life! The decision to return to school at the age of 42 was frightening. I had not been to school in 25 years. I had the desire to succeed; however, I lacked the self-confidence and skills needed to achieve my goals. Your class was my life-line to success. I learned how to manage my time, handle stress, study, take tests, think critically, and have confidence in myself. You gave me the opportunity to learn the skills I needed to succeed in school and in life. In my opinion, College Success Skills was an important first step in climbing the ladder of success and happiness."

The Curtis Miles Award to an Outstanding Established Chapter

          The second award presented on Thursday, The Curtis Miles Award to an Outstanding Established Chapter, recognizes excellence (e.g., service, conferences, political advocacy, professional development) in state and regional chapters which have been in existence for at least six years. This award is named in honor of Curtis Miles to recognize his leadership in the original development of NADE chapters. Miles was President of NADE in the mid 1980s. He was the founding president of the South Carolina Association for Developmental Education, the first NADE state chapter. Miles continues service to developmental education by serving as Dean of Workforce Development and Special Projects at Piedmont Technical College in Greenwood, SC. The criteria for evaluation are a growing healthy chapter organization; service to its current members; and outreach to influence the community and policy makers. Besides receiving a plaque, the chapter won a $500 stipend and will be invited to present at the following year’s conference.
          This year’s recipient of the Curtis Miles Award to an Outstanding Chapter, The Kentucky Association for Developmental Education (KADE), was nominated by its last year’s president, Marcella Davis and accepted by this year’s president of KADE, Merlisa Austin. At the time of nomination, the chapter had 370 members. Dr. Miles helped the award committee to choose the winner. Unfortunately, he could attend NADE this year, but he had this to say of KADE, “I think they are very deserving of the award. Their materials present a picture of a NADE chapter that is very involved in the professionalization of their members, on a variety of fronts. I would definitely support awarding them the Curtis Miles Award to an Outstanding Chapter.”

The NADE Award to an Administrator or Public Servant for Outstanding Support to Developmental Education

          The third award presented by the Awards Committee on Thursday was The NADE Award to an Administrator or Public Servant for Outstanding Support to Developmental Education. This award recognizes the special supporting role of others to the success of developmental education. The criteria for evaluation are clear evidence of private and public support of developmental education and long term support for developmental education.
          This year’s recipient was nominated by the awards chair of the North Carolina Association for Developmental Education (NCADE), Mary Anne Grabarek. All of the supporting materials show Martin Nadelman, President of Alamance Community College and this year’s recipient of this prestigious award, to be very active at the state and local level in support of developmental education. In the 1990s he served on the North Carolina Community College High Performing Task Team which worked to ensure that the state’s community colleges provided the best developmental studies education for all students across the state. Even in tight budget years, he hired three full time developmental instructors and provided a state of the art computer lab for developmental classes. He served on the Board of NCADE for several years, attends the state conferences, and continually supports developmental education.

The Henry Young Award for Outstanding Individual Contribution to NADE 

          The first award presented on Friday was given to someone who has helped me tremendously in the last couple of years while she was Vice President of NADE and I was a neophyte award chair. Her attention to detail assured that I accomplished all the tasks involved, according to protocol.  The Henry Young Award for Outstanding Individual Contribution to NADE recognizes long-term contribution of time and energy to the Association by a NADE member. The award honors Young’s long, effective, and loyal service. He was an early leader of NADE in the 1970s and 1980s who was instrumental in bringing other African-Americans into NADE leadership roles. Other professional activities of Young include helping to organize the Louisiana NADE chapter, serving as the NADE Vice President, and working as the director of the Communication Skills Center at Southern University in Baton Rouge, LA. The Criteria used to evaluate the applicants include (a) length and diverse nature of service to NADE; (b) recognition by peers of contribution to NADE; (c) involvement at both the chapter and national level of NADE.
          I can think of no better person to receive the award than this year's nominee, Vickie Kelly.  Vickie began her affiliation with LADE in 1988 where she served in various roles including presidency. She received several awards from LADE including Distinguished Service Citation and Outstanding Developmental Educator in Louisiana. Then in 1998 she relocated to Mississippi to Hinds Community College, and MADE became her chapter where she has volunteered many hours of her life. In 2000 when MADE hosted NADE, she was Program Co-Chair of the NADE conference. She also began to be involved at NADE. She was a member and Chair of the Awards Committee for seven years, and she was Vice President of NADE from 2002-2004. She is currently Chair of the Archives Committee, ad hoc Chair of Committee on Committees, and a member of the 2005 conference team. If I had time and unlimited space in this newsletter, I could go on and on with all her contributions. The nomination packet that was presented in her behalf was about and inch and a half thick and full of praise from many people; all acknowledged Vickie’s dedication and enthusiastic support of Developmental Education.

The NADE Award for Outstanding Thesis/Dissertation

          The second award presented on Friday, The NADE Award for Outstanding Thesis/Dissertation Award, was decided by the research committee chaired by Dr. Jo Warner of Eastern Michigan University. Unfortunately, neither Jo nor the recipient of this year's award was able to attend the conference this year, but I would like to mention something about the award and this year’s recipient so that you can be better informed. The NADE Outstanding Thesis/Dissertation Award honors recently completed thesis or dissertation research by a NADE member. Along with the $500 stipend, the winner is invited to present at the Association’s annual conference the year after he or she receives the award. Criteria for evaluation are as follows: (a) significance of the topic to the field of developmental education; (b) theoretical/research background and rationale; (c) theoretical basis and description of research methodology; (d) soundness of conclusions from research results; (e) and quality of written presentation.
          This year’s recipient is Dr. Regina A. Rockford from Queensborough Community College, City University of New York in the Department of Basic Educational Skills. Her research was entitled, “Effects of Learning-Style Responsive Materials on Underachieving Remedial-Writing Students at an Urban Community College.” If you are interested in this topic, be sure to attend her session at next year’s NADE conference in Philadelphia.

The NADE Award to an Outstanding Alumnus of a Developmental Education Program

          The next award presented on Friday was The NADE Award to an Outstanding Alumnus of a Developmental Education Program. This award recognizes a graduate of a developmental education program who has distinguished him/herself in others areas of life. The nominee must have completed at least two developmental courses or participated in at least two of the following developmental program activities: TRIO Upward Bound, TRIO Student Support Services, high school-to-college bridge program, special admissions program, or enrollment in developmental classes (e.g., math, writing, study skills, reading). In addition the candidate must have outstanding accomplishments outside the classroom.
          The winner of this year’s award is a person who excels in every area of her life, Christina Pianezzola. Christina began her schooling at Utah Valley Community College in 1987 where she took four developmental classes: English grammar, spelling review, preparation for algebra, and algebra.  After winning several prestigious awards, she ended up graduating with high honors with an associate of arts degree from the school of humanities, sciences, and Health professions. She received the Presidential Leadership scholarship from Texas Tech University where she earned her bachelor’s degree, Magna Cum Laude, in Philosophy. She wasn’t finished there, but rather she returned to Brigham Young University’s J. Reuben Clark Law School and earned her J.D. in 1998. From 1998 to 2000, Christina worked for Utah Legal Services in a practice area of 13 counties. Then she took on the job of staff attorney and director of annual giving at Utah Valley State College where she is currently working. According to all who wrote letters of recommendation for her, Christina has always gone beyond what was required to present the best she could.

The NADE Award for Outstanding Service to Developmental Education Students

          The fourth award presented on Friday was The NADE Award for Outstanding Service to Developmental Education Students. This award recognizes long-term contribution of time and energy to developmental education students by a NADE member. The criteria for evaluation are as follows: (a) the nominee will have spent approximately half or more of his or her time serving developmental education students through teaching and/or administration for at least five or more years; (b) the evaluation criteria include both the nominee’s record of service and recognition by others.
          This year’s award winner, Jane Stilling, was nominated by two of her fellow co-workers at Guilford Technical Community College (GTCC) in Jamestown, NC: Claire Hunter, Chair of the Developmental Education Department, and Betty Kittner, Skills Lab Instructor/Tutoring Center Coordinator. Jane has been active for many years as a developmental reading, English, study skills instructor, and department chair at GTCC. In addition, she was active in the North Carolina Association for Developmental Education serving among other things as President, President-Elect, and Membership Chair. She served on statewide committees for the community college system and as Nominating Committee Chairperson for NADE. Her colleagues said of her: “Jane’s greatest strength is her ability to focus on both the present and the future. As department chair, not only did she envision what the future of developmental education at GTCC should look like, but she also knew what path to take to get us there. She was instrumental in starting many new programs, including the Learning Disabilities Program, the African-American Male Mentoring Project, the Writing Center, English as a Second Language course, Supplemental Instruction, Learning Communities, Linked courses, and web-enhanced math classes. All of these programs and services were implemented to improve and strengthen instruction and services offered to students. Largely due to her leadership and vision, the Developmental Education Department at GTCC was awarded the 1995 Outstanding Developmental Education Program award by NADE.” It seems that many developmental students were served by this special woman.

The Martha Maxwell Developmental Education Student Scholarship

          Finally, it was my honor to introduce this year’s winner of the Martha Maxwell Developmental Education Student Scholarship. The Martha Maxwell Developmental Education Student Scholarship supports graduates of a developmental education program as they continue their college degree aspirations. Dr. Maxwell is one of the founders of the modern-day developmental education movement. Beginning with her work at the University of California-Berkeley, she has continued to serve the field through consulting, publications, and research. She published the seminal book in the field, Improving Student Learning Skills. The winner receives a $500 scholarship to assist with further studies: The requirements are that the student (a) must be recommended by a NADE chapter (limit of one nomination per year). Each chapter is free to develop its own process for selecting a nominee from its service area for the student scholarship; (b) must have completed at least two developmental courses or participated in at least two of the following developmental program activities: TRIO Upward Bound, TRIO Student Support Services, high school-to-college bridge program, special admissions program, enrollment in developmental classes (e.g., math, writing, study skills, reading); (c) has at least a 3.0 cumulative grade point average (based on 4.0 grade scale); and (d) plans to enroll in, or continue enrollment in a postsecondary educational institution during the next academic year.
          This year’s recipient was nominated by R. E. Moore, Director of the Developmental Mathematics Program at Missouri Western State College. The recipient, Meri Thompson, began college 25 years after graduating from high school and was afraid because she had to take developmental mathematics courses in order to become a regular college student. She did not think she would be able to keep up with the class since it had been so long since she had taken any math classes, but she said between the instructor and student tutors she was able to get all the help she needed to receive 100% on each exam. Two developmental math classes gave her the confidence to enroll in college algebra which she also passed with an A. In addition, she became an algebra peer tutor because she understood the frustration and apprehension the students were feeling. She is continuing on to teach high school history, but first wants to obtain a degree as a professional historian.

Conclusion

          As you know, NADE is a volunteer organization, and many people work behind the scenes doing things to keep it running smoothly. We would like to honor someone for the excellent job he has done and for his commitment of time and talents to NADE. NADE is a stronger organization because of stellar professional volunteers such as he is. James Smith from Trinity Valley Community College in Athens, TX is retiring this year from his leadership position as Chair of the Constitution and By-Laws Committee, which he has held for three or more years. He was not able to attend the conference this year, but we wanted to thank him publicly anyway.
 

NADE CHAPTER REPORTS

NYCLSA

          The 28^th annual NYCLSA Symposium took place April 3-5 in Cooperstown, NY, at the historic Otesaga hotel.    Over 175 members attended the symposium, the largest number in years.  With eight different states represented beyond New York at this year’s event, it appears we also extended our outreach well beyond our chapter’s borders.  Delicious food prepared by the Otesaga’s outstanding chefs, inspiring sessions, and the unique charm of Cooperstown all helped to make 2005 a NYCLSA conference to remember.
          We kicked off with a three-hour StrengthsQuest plenary session workshop on Sunday afternoon, led by Dr. Edward “Chip” Anderson.  This session was enjoyed by approximately ninety members.  Sunday evening cocktails and banquet dinner were followed by a keynote address by Dr. Anderson.  The title of his address was “The Strengths Revolution:  Students Learning with their Strengths, Stimulated by Educators Teaching with their Strengths.” His message challenged us to think and reflect deeper than perhaps we ever had before.
          In addition to the wide selection of concurrent session topics throughout the day on Monday and again on Tuesday, we enjoyed a guest panel of experts discussing the twin topics of student success and retention, moderated by Jane Neuberger.
          At the Monday awards luncheon, Dessie Williams, NADE’s president, extended greetings on behalf of NADE.  It is not often that we enjoy the company of NADE’s president at NYCLSA’s Symposium, so this was an extra special treat.  Many thanks to Dessie for giving of her time to attend and to Karin Killough, who secured a NADE grant that made Dessie’s trip to New York possible.  During the awards ceremony, we honored Carl Wahlstrom from Genesee Community College for his contributions to the profession and Laureen Sassaman from Corning Community College for her dedication to students.  In addition, Sven Trenholm of Herkimer County Community College accepted this year’s NYCLSA scholarship check for $500, and Henna Sethi, NYCLSA’s new webmaster, was introduced to the members.  Wick Smith from Rochester Institute of Technology was also honored with a plaque for his 20 years of service to the organization as Membership Coordinator.
          As always, our student award winner is the most anticipated honoree of all at the luncheon, and this year was no different.  Stepping up to the podium after a touching introduction by his Medaille College nominators, Brian Kobos, a graduate of Medaille College, accepted a hearty round of applause as the recipient of our 2005 Award for Outstanding Achievement as a Graduate of a Developmental Program (see picture below).  During his acceptance speech, he told of his struggles and triumphs as a student with special needs.   Then, Brian’s mom, Margaret Kobos, came to the microphone to give a parental perspective.  She spoke of how instrumental the academic support services, first at Herkimer County Community College and then at Medaille College, had been in Brian’s ability to persevere.  Suffice it to say there wasn’t an educator in the room who didn’t walk away a little more inspired that day.  It was a great way to celebrate our successes together.          -- Submitted by: Marj Moore

MDEC

          The Michigan Developmental Education Consortium held its spring conference on April 14-15, 2005, in Jackson, Michigan.  In addition to the usual concurrent sessions in mathematics, reading, and writing, the conference featured several keynote speakers and panels.
          On Thursday morning, there was a Panel of College Presidents, who shared their thoughts and concerns for developmental education.  In several sessions, Speaker Dr. Ed Morante reminded attendees of the power of assessment and evaluation to improve programs.  On Friday morning, Keynoter Sheri Beattie provided food for thought as she spoke on generational differences.
          Other notable presenters were Jane Elizabeth Pizzolato, who explored how high-risk college students process the struggle to develop internal foundations of knowing; Mickey Hay, who presented her award-winning research project on factors that contribute to a successful high school to college transition; Dan Apple, who addressed ways faculty can help students meet the set of key performance outcomes or learning skills identified by the League for Innovation as necessary in the 21st century; and Jim Berry, who discussed the Cherry Commission and the implications of its findings for developmental educators.
          The conference also featured an Author’s Table, where attendees could meet their fellow MDEC members who are published writers, such as Deb Daiek, who is the author of Critical Reading for College and Beyond.
 

          On November 22, 2002, NADE contracted with the League for Innovation in the Community College and entered into an agreement to collaborate on the Bridge Partnership.  This project, directed by Dr. Bob McCabe, is one involving developmental education programs in higher education.  Since its inception, the McCabe Project has sought to bridge some major gaps between high school and higher education institutions through developmental education initiatives.
          The NADE Board met with Dr. McCabe and NADE liaisons, Past President Melodye Shore and Becky Garlick, at our conference in Albuquerque to discuss the status of the project and to ascertain NADE’s future commitment for continued collaboration.  As Dr. McCabe explains in his article below, we are entering another phase of the partnership program, and he encourages participation from higher education institutions.  NADE is pleased to be participants in this joint effort.

THE BRIDGE PARTNERSHIP IS ACCEPTING APPLICATIONS FOR THE 2005-06 COLLEGE YEAR
BY ROBERT MCCABE 

          The Bridge Partnership is a project of the League for Innovation in the Community College, with the participation of the National Association for Developmental Education.  Applications for the 2005-06 college year are now being accepted. In this first full year, this exciting program has made substantial progress. 71 community colleges and 105 high schools in 20 states are involved.
          The project addresses America’s critical need to increase the number of students who advance to college and succeed as well as the national priority for a seamless transition from high school to college.
          The partner colleges and high schools collaborate to raise student aspirations and expectations, assess college readiness, and provide appropriate college preparation. The partnerships are supported by Bridge Partnership Director, Robert McCabe, and the project office.  Based on experience, services and materials continue to be refined.  For 2005-06 the operating guide will be revised and upgraded, a Spanish version of student materials produced, electronic communications improved, and all current services continued. A guide for gaining local support is also being developed, and grants are being sought to produce additional support materials. The application deadline to join the Bridge Partnership for the 2005-06 college year is July 1, 2005.

For information contact:

Robert McCabe
Director, The Bridge Partnership
The League for Innovation in the Community College
1601 S. Miami Avenue
Miami, FL 33129
305.854.4428
rmccabe@bellsouth.net

          Hinds Community College saw the need to ensure that students reach their full academic potential. The Transition to College Committee was formed in 2003 and began analyzing data which showed the first semester retention rate of developmental students being significantly lower than non-developmental students. The committee is comprised of instructional, professional, and administrative faculty throughout the Hinds Community College District. As a result, the committee launched the innovative Transitional Program in Fall 2004. The Transitional Program generates a high standard of learning which students are expected to uphold. The College strongly believes that students are capable of upholding this standard of excellence and is willing to provide additional support to meet student needs. The Hinds Community College Transitional Program received an Exemplary Practice Award from the National Council on Student Development (see picture below).
          Hinds Community College’s commitment to educational excellence is consistent with the educational initiatives President Bush has set forth for our nation. The College encourages students to take full advantage of higher educational opportunities. As one of the most progressive postsecondary educational institutions in the state of Mississippi, the College serves over 15,000 students on six campuses in the Metro Jackson Area. Hinds Community College continually strives to fulfill its mission: To offer pertinent and diverse educational programs and services for persons with various interests and abilities. Only 32 percent of students who leave high school are prepared for college, according to U.S. Secretary of Education Margaret Spellings. High standards must be upheld if we, as educators, are to produce highly qualified and skilled individuals.  The Transitional Program sets this standard.
          Transitional students are first-time, full-time academic or technical students who are Developmental Level I or II and who have an ACT composite of less than 18. Developmental Level I students have placement in three developmental courses while Developmental Level II students have placement in two developmental classes. The College has made testing mandatory, and this policy has proven effective in determining the level in which students can both learn and be successful. Transitional students are required to enroll initially in all prescribed developmental courses and must continue to enroll each semester in all consecutive courses.  Developmental instruction is offered in education, mathematics, reading, and English; these courses must be satisfactorily completed with a grade of “C” or better.
          In an effort to provide our transitional students with additional academic support, the College has implemented several guidelines. Transitional students enroll in 13-15 semester hours which are comprised of English, math, reading, essential skills, physical education, and health/wellness. In addition, students are admitted to the College on scholastic probation and must complete seven (7) or more semester hours with a minimum 2.0 term GPA in order to return the following semester. Those transitional students residing on campus are housed in designated residence halls where supervised study sessions are required for four hours each week.
          English and math study labs are staffed by qualified instructors and are available to students during daytime, evening, and weekend hours. Students have the opportunity to receive peer instruction, to attend group counseling sessions, and to participate in life skills seminars. The residence life staff plays an important role in the academic success of transitional students. The staff launched several new services which provide for a supportive study environment. In addition to providing study halls, staff presents workshops on topics such as test-taking, time management, and alcohol and drug awareness. Residence life staff also supports and encourages students by rewarding them with parties and certificates.
          Our exemplary faculty and staff support student learning in other ways. In addition to classroom instruction, faculty members offer out of class guidance in the form of tutoring and advising. All full-time employees teaching developmental courses, tutoring in labs, or providing other services for transitional students attend a professional development institute (PDI) session on the Friday of Convocation Week, both Fall and Spring semesters. The administration, faculty, and student services staff provide a network of support for transitional students. Counselors offer both group and personal counseling to the students and work closely with instructors to identify academic and personal needs of students.
          The article “HCC Transitional Program Tough, Working” was published in The Clarion Ledger newspaper in January 2005. The article highlights the standard Hinds Community College created through the transitional program during its first semester of implementation. Although the College expects to lose state money because of the decrease in enrollment, Hinds Community College President Clyde Muse said the transitional program is good for the College and students.  “A college does not need students who are not going to apply themselves and do what it takes to be successful,” Muse said. “A student needs to know that they have a responsibility to get their lessons and study.”
          Academic success will also affect students’ federal financial aid eligibility. It appears tough, but suspending students the first semester who are not successful may actually help students retain satisfactory progress for federal financial aid. Students who fail two consecutive semesters often find their financial aid suspended due to hours attempted vs. hours passed and low GPA. The services offered through the transitional program will help students maintain eligibility so that they can continue to take advantage of opportunities granted by the federal government. Dan Hogan, Vice President and Chair of the Transition to College Committee, hopes that students who are not successful initially will come back with a new attitude. “It's a rewarding thing to see a student who starts with a deficit who overcomes that and who goes on to succeed,” Hogan said.
          Also included in the article were student testimonials. Transitional student Vanessa Perkins’ weakest subject was math. Vanessa credits her required residence hall study lab with one-on-one tutoring twice a week as part of the reason she earned a B in basic math and a 2.5 GPA.  “It really helped me out a lot,” the 19-year-old physical therapy major said of the program. “I don't think I would have made it the first semester of college.” Freshman Granterio Short, 18, said the transitional program helped him learn about campus life and how to study. He earned a 3.1 GPA for Fall 2004.
          Hinds Community College is investing in the future. The standard that has been set for transitional students is challenging, and those completing these challenges will feel a sense of accomplishment. Fall 2004 transitional students made up 14% of the total traditional classroom enrollment and had a success rate of 62.3%. The average transitional student GPA was 2.429 compared to the non-transitional student average GPA of 2.611. Although the Transitional Program is in its early stages, the results have been positive. Hinds Community College is dedicated to maintaining this standard of excellence and will continue to yield high achievers.
 

ANNOUNCEMENTS

COLLEGE READING AND
LEARNING ASSOCIATION

38TH ANNUAL CONFERENCE
LONG BEACH, CALIFORNIA
November 2-5, 2005 

“Sailing the Tides of Transition”

For more information:
http://www.crla.net/conferences.htm
Valerie Smith Stephens
CRLA 2005 Conference Chair
Rutgers University, Camden Campus
The Learning Resource Center
311 North Fifth Street
Camden, New Jersey 08102
vstephen@camden.rutgers.edu
856-225-2722 (phone)   856-225-6443 (fax)

NADE 2006
30TH ANNUAL CONFERENCE
FEBRUARY 15-18, 2006
PHILADELPHIA, PENNSYLVANIA
Hosted by the Pennsylvania Association for Developmental Education (PADE)
 

Conference Web Site:

www.NADE2006.com

Conference Leaders:

Marguerite MacDonald
717-780-2456
mmmacdon@hacc.edu

Susan Perlis
570-348-6211 Ext. 2318
perils@marywood.edu

Annual Conference 2005

“Towards a Global Understanding of Lifelong Learning:
Making a Difference” 

The Forum for the Advancement of Continuing Education is holding its 2005 Conference at the University College Cork, Ireland, from July 6-8, 2005.

Established in 1993, FACE is a UK wide network for those involved and concerned with Continuing Education and Lifelong Learning. As a multisector network, FACE and its members are at the forefront of the challenges involved in providing Lifelong Learning opportunities for all. As an inclusive organisation FACE encourages collaboration and partnerships whilst maintaining a member-driven voice on the key issues for providers and learners. FACE and NADE have an established international partnership and NADE members will be warmly welcomed to the 2005 conference which takes place in the European Capital of Culture, Cork. This conference will be of particular interest to developmental educators with its focus on barriers to learning and educational inclusion.

For further information, please contact:

Marian Elders
FACE 2005 Conference Administrator
Centre for Adult Continuing Education
‘The Laurels’
University College Cork, IRELAND

Tel: +353 21 4904704
Fax: +353 21 4276619
Email: m.elders@ucc.ie
Centre web site: http://ace.ucc.ie
FACE web site: www.f-a-c-e.org.uk
FACE Chair: John Storan