In keeping with the recommendation of our auditor, NADE has set a goal of working toward accumulating a $400,000 reserve fund.  Having access to $400,000 in assets means that NADE should be able to survive for two to four years with little or no income.  We’ve seen how our lives can be adversely affected by a handful of extremists bent on imposing their will upon the world. Shortfalls, cutbacks, and givebacks are words all too common throughout our social structures today.  NADE has developed a frugal approach to spending and investing.

Our three-year comparative statement indicates a consistent increase in assets from $109,635 in 2001 to $186,394 in 2002 to $239,866 in 2003.  How did NADE increase these assets?  You’ve probably noticed some of the changes.  Instead of a hard copy Newsletter three times a year, you receive one hard copy Newsletter through the mail and access to two other Newsletters through electronic media. Instead of a letter in the mail concerning your SPIN or Committee activities, you may have instead received an email.  Printing and mailing costs continue to rise, but Internet communications are rather inexpensive and, at times, totally free.  Utilizing and adapting to modern media has saved thousands of dollars.  If you serve on a Council, Committee, or SPIN in a leadership role, you have been nudged to find ways to perform your duties and serve NADE constituents as well as or better through less expensive means.

Leaders associated with NADE have tightened their budgets. Lesser quality is not the goal. NADE asks its leadership to find the best quote for the best product or through innovative ideas an equally-appropriate medium to provide similar service at reduced costs. Some fiscal saving areas not as noticeable include improved cash flow protocols and increased revenue through interest-bearing accounts.  Finding better interest rates for our reserve and scholarship funds has helped as well.  NADE will continue to find additional ways to increase our assets to meet our new reserve goal.

Maybe you have an idea for saving funds or increasing our assets.  Send your suggestions to the NADE Board through an email.  If you need to find addresses, go to www.nade.net and click on “Contact NADE” at the bottom left of the front page. Just click on the appropriate link to send your email.
 

This might be the year!  Whether it’s this year or next or the next, please consider it!

The President’s Breakfast at the NADE 2004 Conference in St. Louis marked the end of my two year-term as NADE Vice President.  The experience was a grand one, and I’ll always cherish the opportunity to serve NADE in this capacity.

Of course, there are always two sides to every story, and to be fair in this campaign to rally the members of our Association to volunteer, it would be prudent to give both sides.

The first is what I envisioned the volunteer stint would be: scheduled Board Meetings, with tranquil, discussions; brief, to-the-point teleconference calls; and a few emails.

The NADE President would put together an agenda, with our input, and throw it out to the Board, who would grab it and deal with the issues as we might a glorious holiday meal, smiling and nodding around the table on practically all issues.  I found that it’s close to that—a fraction of the time.  Historically, you may recall having seen some Boards seem like a tightly-knit fraternity—exuding brotherly (and sisterly) love, interpreting grunts and expressions with no words needed to clarify, and moving in harmonious rhythm as they disappeared for festive repasts.

In reality, we met before banker’s hours around a table laden with room-temperature bagels and cream cheese we couldn’t move with a nail file.  In futile attempts to progress beyond the daze induced by meeting until midnight the previous evening, someone would start a pot of coffee for the stimulating fragrance; then we’d break out the Diet and Classic Cokes to wash down the well-balanced breakfast.  That started the day which went on for quite a while.

If I’m dealing too much with creature comforts, please forgive that digression.  “Feed our students well and keep their dorms and classrooms the right temperature, and they’ll be happy,” I’ve always contended.  Board members are generally open-minded, considerate people—until it comes to the control of the thermostat.  I found that it’s wise to take clothes for all seasons, whether the meeting is in December or May.  The outside temperature is no problem; the inside can be.

Oh, yes, the business of the Association is the key focus of all NADE meetings—looking out for the membership.  Congressional battles could be no less fierce.  Three hours later, it’s difficult to recall the question which sparked the intense debate.  It’s usually, “Is there any discussion?”  At the end of the debate (discussion), however, NADE is a better and stronger organization, and the membership is thus better served.

It goes without saying that eight-hour work days grow longer.  The trade-off for twelve-hour work days had their advantages, however.  For two years, my kitchen was only a pass-through to the remainder of the house.  Peanut butter sandwiches and nutritional drinks were the fare for dinner.  I can offer any number of remedies for eyes too dry from having tolerated computer glare for hours on end.  The “stretch” (time of service and the associated tasks) is not only for each Board Member.  The responsibilities bleed (no pun intended) over to others in one’s workplace, as well.   As I was leaving for the NADE 2004 Conference, my secretary called out after me, “Do I get a plaque, too?”  I heard her and did bring back a surprise from the Conference.  I’ll let her judge whether it was enough for her back and knee problems these past two years as she filed and re-filed information and searched for historical documents.  She’s not a member of NADE, but she’s certainly a NADE hero in my eyes!

At this point, you might be asking yourself, “Who in his/her right mind would want to serve?”  Any inconvenience, mental fatigue, or physical stretch is truly countered by the exhilaration of having the privilege of serving NADE as an officer.

You may be thinking that you’ve not had enough chapter and national committee experience to run for NADE office.  You do need to be an active member of your local chapter.  Leadership experience in your local chapter would prove helpful, as well.  Of course, you need to be a member of NADE.  You will feel more confident, too, if you’ve been chair of a NADE committee or leader of a SPIN or if you’ve held a leadership position in hosting NADE’s annual conference.  (I’m sure these qualifications fit three-fourths of NADE’s membership!)  When the time is right for you, do step forward and take your turn at running for a NADE office.

For a mom, serving as a NADE Board member is like childbirth.  You like the results, and once you get through the experience, you’d do it again.  For a man (and some women too), it might be like running a marathon, which you declare you’ll never do again if your body will just hold out for the final 6.2 miles.  Once the marathon is over, however, the victory of completing is so exhilarating that you’d consider running it again!

Yes, I’d be willing to do it again (please do not let anyone in my family see this!), but I probably won’t for one obvious reason: there are many wonderful, capable, experienced NADE members who also want the best for our Association and who are willing to devote two years of their professional life to serve as a national officer.  I hope you will be one of them and permit someone to nominate you or nominate yourself for a NADE office.  You will learn much more about an Association which you thought you knew intimately already; you will make new and lasting friends; you will grow professionally; you will put the national spotlight on your institution and administration; and you will develop a deeper appreciation for all the ongoing work which has helped make NADE the stellar organization it has been for nearly three decades.
 

2003-2004 NADE EXECUTIVE BOARD
Left to Right:
Vickie Kelly, Dessie Williams, Paul Hrabovsky, Sue Hashway, Pat Newell

TREASURER’S REPORT
APRIL 7, 2004

Bank of Holden Checking                       $133,271.88

CD Reserves #1                                     $  66,985.27

CD Reserves #2                                     $  37,835.61

CD Scholarship                                      $  27117.15

Money Market Account                          $  40,097.39

Total Assets                                          $305,307.30

This call is for you—the intellectual—the knowledgeable—the objective—the certified—the willing to certify others!  NADE is calling upon you to pursue a key role as reviewer in the certification of developmental education and learning assistance programs.  Positions are available for those who share NADE’s vision and resolve to raise the quality of practices and standards in the field among higher education institutions across the country.

From one end of the map to the other, developmental education and learning assistance program personnel have enthusiastically conducted self-evaluations, submitted to review by Certification Council members, and met standards necessary to qualify for one of the highest commendations awarded by our Association.  Responses from institutions that have undergone this rigorous assessment have been overwhelmingly positive.  Follow-up reports consistently indicate the institutions’ satisfaction with this process that has enhanced their professional practices and redefined the perceptions of their programs.

NADE selects the very best reviewers to assure that a high level of certification is upheld and preserved.  Established policies require that prospective reviewers:

· are recruited from among developmental education and learning assistance professionals who have completed successful applications for NADE certification.

· submit a resume and letter of interest to the Review Coordinator, Linda Thompson.

· include a letter of recommendation from a state chapter and two references from developmental education and learning assistance professionals.

· complete a Certification Training Institute and follow-up reviewer training.

NADE applauds the Certification Council and, in particular, its charter members who were instrumental in embracing this concept and in incorporating it into the fabric of what we represent:  Martha Casazza, Georgine Materniak, Gladys Shaw, and Susan Thayer-Clark.  The NADE Board encourages you to follow their lead, and become actively involved as a reviewer.  If you find that you satisfy the above list of qualifications, give consideration to joining the team.  Please feel free to contact the Certification Council Chair, Jane Neuburger, through our Web site at www.nade.net, and take a first step at heeding your call to serve NADE!

Congratulations to these institutions that have been certified since our inception in 1999:

Ivy Tech State College – Evansville (Developmental Coursework) 2004

Community College of Allegheny County (Developmental Coursework:  Reading Courses) 2004

Southern Illinois University – Edwardsville (Developmental Coursework) 2004

South Texas Community College (Developmental Coursework:  English/Writing) 2004

Stephen F. Austin State (Tutoring) 2003

Northern Kentucky University (Developmental Reading and Writing) 2003

Muskingum Area Technical College (Developmental Coursework) 2003

Lansing Community College (Developmental Coursework) 2003

Northern Kentucky University (Developmental Math) 2003

San Jacinto North (Developmental Coursework) 2003

Texas State Technical College (Developmental Coursework) 2002

Middle Tennessee State University (Developmental Coursework) 2002

University of Houston (Tutoring) 2001

Harding University (Tutoring) 2000

Ball State University (Tutoring) 1999

The NADE Elections Committee is calling for nominations for President-Elect and Treasurer.  You are welcome to nominate yourself.  If you nominate someone other than yourself, please ask that person for permission.  The descriptions for the offices up for election and the form for submission are on the NADE website (www.nade.net)under Executive Board Forms/Documents.  The title is 2005-06 Nomination Solicitation Flier.

Please give running for office serious consideration; we need a strong Executive Board to serve the membership.
 

The NADE Certification Team was hard at work during NADE.  We presented a Certification Training Institute to close to 60 participants in an all-day session on Wednesday, and followed up with several Council and Reviewer meetings through the rest of the week.  We are thrilled that so many persons are interested in certification, and we wish all the best to the Institute participants as they begin their work for certification.  Please remember to check the NADE website for updates as you continue your Preliminary Application.

We also welcome several new reviewers to the team this year: Jan Norton, Rebecca Goosen, Karen Patty-Graham, Joan Saroff, Carolyn Zaccagni, Dee Bost, Valerie Hampson.  If other readers are interested in becoming reviewers, please contact Linda Thompson, review Coordinator, at lthompson@harding.edu.

We are hoping to have another Institute in the fall, hosted by a NADE state chapter.  Stay in touch with the website for updates on this as they become available!

For more information about certification, see Dessie Williams’ article: A Call For Reviewers.
 

This special committee was charged by the NADE Executive Board to explore the possibility of consolidating the NADE International Access and Cultural Diversity Committees into one committee. The committee recommends unanimously that the NADE Cultural Diversity and International Access Committees continue to exist and function as two separate entities.  The only possible financial advantage that the committee could envision as a result of consolidation was the savings of one fee waiver per year. The members of the committee believe that the Cultural Diversity and International Access Committees each have a unique mission and that neither mission would be well served by consolidation of the two committees.

Mission of the International Access Committee

The members of the special committee believe that the mission of the NADE International Access Committee should remain to encourage communication and collaborations between NADE and international professional associations made up of postsecondary educators in other parts of the world who serve in similar roles. The special committee encourages NADE to provide opportunities for educators from around the world to publish articles in NADE’s publications and present sessions at NADE conferences. Similarly, it is important for members of NADE to be visible at the conferences of international organizations. For the sake of continuity, the special committee recommends that one of the co-chairs of the NADE International Access Committee receive at least partial support to attend the European Access Network (EAN) conference on an annual basis. It is also recommended that the International Access Committee continue to explore relationships with other international organizations.

The members of the special committee praised the achievements of previous co-chairs of the International Access Committee and urged their continued involvement. In general, the special committee thought that over the past decade the International Access Committee has been very successful in accomplishing its mission and questioned why there was ever any doubt on the part of the NADE Executive Board regarding the continued existence of the committee.

Mission of the Cultural Diversity Committee

The members of the special committee believe that the mission of the NADE Cultural Diversity Committee should be twofold: (a) to encourage diverse participation in all facets and levels of NADE, and (b) to promote the centrality of multiculturalism in the practice of developmental education. For purposes of this conversation, the special committee adopted the following definitions: “Diversity signifies the simple recognition of the existence of different social group identities. . . . If diversity is an empirical condition . . . , multiculturalism names a particular posture towards this reality.” The special committee was inclusive in its vision of diversity for purposes of this discussion, considering issues of race, religion, ethnicity, age, gender, home language, sexual orientation, social class, and disability.

The members of the special committee believe that it is imperative that NADE communicate through its conference speakers and sessions and its publications that all members are welcomed and valued. In recent years, one of the primary activities of the NADE Cultural Diversity Committee has been the sponsorship of a cultural diversity event at NADE’s annual conference. This event is traditionally held in the evening, off site, at a ticket price that many NADE members can ill afford, and which is unlikely to be reimbursed by their institutions. Although the members of the special committee understand the historical significance of this event, they believe that multiculturalism should instead be interwoven into every aspect of the annual conference.

The special committee urges the NADE Cultural Diversity Committee to take a more active role in (a) sponsoring regular sessions at the annual conference; (b) recommending keynote speakers; (c) offering pre- and post-conference workshops; (d) writing articles related to multicultural and social justice issues for NADE publications, including the NADE Newsletter; (e) creating a new annual award to recognize the contributions of NADE members to multicultural education theory, research, and practice; and (f) serving as resources for state chapter diversity liaisons (see Sandra Offiah-Hawkins’ attached report on recommendations from the Florida Developmental Education Association [FDEA]).

The special committee addressed the question of the name of the Cultural Diversity Committee, and a number of alternatives were suggested. Although no definitive conclusion was achieved on this topic, the consensus of the special committee seemed to be that what is important is what the committee does, not what it is named.

Additional Recommendations

Members of the special committee elected to make a number of recommendations that go beyond the bounds of the committee’s charge. In addition to reinstating the International Access and Cultural Diversity Committees, the special committee believes that NADE should

· Extend an apology to the 2001-2002 chairs of the International Access and Cultural Diversity Committees (and of the Publications and Monograph Committees) for the manner in which they were relieved of their duties and their committees suspended via an e-mail message;

· Recognize the continuity of leadership provided by many committee chairs and make better use of these individuals as resources for the Executive Board;

· Award fee waivers to committee chairs (whether one or two per committee) on the basis of work completed; and

· Excuse committee chairs from “Leadership Congress” except during their first and last years of service or make this experience more meaningful for chairs who have “heard it all before” (e.g., allow returning committee chairs to design their own leadership activities).

Addendum
By Sandra Offiah-Hawkins

As Diversity representative of Florida Developmental Education Association, I along with other members of FDEA have worked to identify specific goals and objectives for a Florida Action Plan:

· Organize Cultural Diversity Workshops for college employees;

· Create a voluntary college English I class for ESL students with the same course description and course objectives as the regular College English I classes;

· Encourage employees to take a Spanish class(es) or Command Spanish;

· Sensitize students to cultural diversity in curriculum design and cooperative learning activities;

· Organize an Oversight Committee on all college campuses to address the needs and concerns of the diverse student population;

· Display student diversity throughout the campus (e.g. pictures );

· Support Florida Developmental Education Association and keep your college presidents informed and involved as often as possible;

· Include all English teachers in holistically scoring the state mandated essay for developmental students;

· Organize Retention and Mentoring Programs at your institution;

· Schedule linked classes or Learning Communities with Developmental and college credit courses;

· Write letters, e-mail, or call state legislators about concerns and issues affecting diverse students in the state;

· Become more educated on how to work with special needs students and the Americans with Disabilities Act;

· Determine the strengths and weaknesses of your students through proper diagnoses, analysis and prescription.

I’m Dean C. Lamb of Hinds Community College in Mississippi, and I am very pleased to be serving as Chairperson of the Political Liaison Committee.  Our committee’s missions include facilitating communication among the chapter Political Liaisons and increasing awareness within our membership as a whole on local and national policy issues affecting developmental education.  A key element in our success, I believe, will be a renewed emphasis on positive public relations and awareness about developmental education, and we can all make contributions in this effort.

A real strength of NADE is the dedication of our membership. We need to summon and apply that strength in this challenging time for developmental education, and we can and will do just that! It is our task to keep each other more informed on issues that affect our profession and also make our policymakers and the general public aware of just what we do and how important those services are in allowing more students opportunities for success in their educational and career goals.

We are a united, and yet diverse, group, and that too is a great strength. We represent many varied backgrounds and philosophies. Thus, NADE seeks as an organization to be issues-oriented and nonpartisan, being inclusive regarding those to whom we reach out. We wish to inform and influence all political parties and groups, individual policymakers, and the constituencies they (and we) serve. With all parties placing renewed emphasis on job creation, skill building, and personal/career growth, we want to show how developmental education is crucial in giving more people access to the education and training that can lead to economic empowerment and personal fulfillment.

Both our president, Pat Newell, and Immediate Past-President, Sue Hashway, have called on us to compile success stories of students from our local chapters. We hope to publish some of these online where they can be down-loaded for various uses in our awareness-raising efforts. Related to that, we have an immediate goal of upgrading our Political Liaison Committee’s methods of sharing information, and this is an area where (at least at press time) we greatly need a volunteer member to upgrade and maintain our website. I know we can provide some excellent for the site once we get an interested member—and there are plenty of you out there—to help us get out site modernized.

We welcome your ideas, success stories, concerns, and, especially, your talents as we work to build our committee’s involvement. My contact information is below.  I look forward to working with you toward our common goals.

"We must indeed all hang together, or, most assuredly, we shall all hang separately."
--- Benjamin Franklin

Dean C. Lamb
NADE Political Liaison Committee Chair
Hinds Community College
3925 Sunset Drive
Jackson, MS 39213
(601)-987-8119
DCLamb@hindscc.edu

At the SPIN meeting in St. Louis 24 persons meet to discuss our plans for  next year.

The biggest problem we (Dale Griffee chair and Cedric Burden co-chair) faced was how to electronically network and share ideas from St. Louis until  Albuquerque. Almost immediately, Mary Snaden from the University of New Mexico at Gallup volunteered to be our SPIN newsletter editor. Next came an idea to use our listserv that Patsy Krech had set up. But how to use it?  It is too much for one person to lead a discussion for a year. The idea arose to have one person (called a SPIN master) take charge for one month.  That person posts best practice ideas on the listserv, and the rest of the SPIN  members comment. Then another person takes the next month. We soon had persons assigned as SPIN masters for the year.

Our second biggest problem was leadership training and preparation. How can someone walk in out of the cold and function as SPIN chair? We decided on a chair, co-chair arrangement. The chair chairs and the co-chair assists, looks, and learns. Then the chair resigns, the co-chair takes over, and a new co-chair is selected.  That means in Albuquerque I am history, and Cedric becomes chair. How can you  become the next co-chair? Will Mary stay on as SPIN NL editor? Did the listserv idea work? I don't know, we will deal with that in Albuquerque, 2005!
 

I teach basic writing, and in the fall semester 2003 I compared my usual curriculum, hereafter referred to as traditional, with a curriculum proposed by Rita Smilkstein in her 2003 book titled  We are born to learn: Using the brain's natural learning process to create today's curriculum published by Corwin Press. Smilkstein calls her approach Natural Human Learning Process, hereafter referred to as NHLP.  By traditional I mean I gave a lecture to students on the organization of the genre we were working on, provided a step-by-step writing plan, and then the class wrote several drafts.

By NHLP I mean I introduced the writing organization using a workshop plan outlined by Smilkstein in her book, and I used her midterm evaluation (ME) plan.  Other than the workshop and the ME, all the content for students in the traditional curriculum and students in the NHLP curriculum was exactly the same.

Participants were four classes of basic writing. Two classes combined for about 17 students used the traditional curriculum, hereafter know as control class (C), and two additional classes combined for about 18 students used the NHLP curriculum, hereafter known as the experimental class (E).

My evaluation project was one semester long and had three research questions (RQs). RQ1 asked if students would enjoy the experimental curriculum more than the control curriculum. I thought this was an important question because Smilkstein claims NHLP is enjoyable, and if students are enjoying themselves, they are more apt to stick with the class, complete the course, and improve their writing.

RQ2 was, Will E students complete and turn in their work more than the C group?  The third question was, Will their be any evidence that the E group actually learned more than the C group?

For RQs one and two, I gathered data at the end of weeks three, five, seven, and ten. For my third question I gathered data at the end of the course. 

I answered the first question using a simple one-item questionnaire asking students to write what they enjoyed. I collected and averaged these comments and came up with a number of "enjoyable comments" per student for each of the two groups.

I answered the second question by assigning points to all work turned in. In most cases, full points were awarded simply for handing in work. Thus, a higher average score can be interpreted as more work turned in.

I answered the third question by assigning a final writing essay to both groups as the final exam, grading it, and comparing the averages.

The results for the first question showed at the end of week three, E was 3.80 and C was 6.00. At the end of week five, E was 2.66 and C 2.83. At the end of week seven, E was 2.00 and C 1.34, and at the end of week ten, E was 1.43 and C 1.00.  By putting these results in two columns, we can see the C classes began with more enjoyable comments and finished with less enjoyable comments.

The answer to question one is yes, the E students enjoyed the curriculum more than the C students.

The results of the second question showed average points after week three for the E classes were 72.7 and 63.7 for the C classes. After week five it was 197.0 and 184.5.  After week seven it was 303.7 and  296.0, and after week ten it was 462.1 vs. 400.0. Again, put these results in two columns titled E and C, and E group scores higher each time.  This indicates that the answer to question two is yes, the E class turned in more of their work than the C class.

The results of the third question showed that the average score on the final writing exam for the E classes was 82.92 and the average score for the C classes was 71.61.

Since the final writing exam scores were geared to 100 points for ease in interpretation, we can see that the E classes scored a full letter grade ("B") higher than the C classes ("C").

Clearly the E classes using the NHLP oriented curriculum outperformed the C classes using my traditional lecture mode. Given that both sets of classes had the same teacher, wrote the same type of essays, had the same assignments, and were graded in the same way, it seems reasonable to assume that the difference in performance was due to the workshop methodology used by the students in  the NHLP classes as opposed to the lecture methodology used by students in the traditional curriculum.

I believe an additional cause of the higher performance of the E classes was the use of the ME recommended for NHLP teaching.

A colleague administered the ME while I left the room.  She asked three questions as prescribed by Smilkstein: What worked, what did not work, and what should be changed.

Not every student suggestion was accepted, but a key request was that I omit a peer evaluation draft and in its place substitute a teacher evaluation draft. I explained the importance of peer evaluation for their future writing, but extended drafts to three. In that way students could use draft one for peer evaluation, draft two, evaluated by the instructor, as input for revising and submitting final draft three.

The ME was crucial for the success of the NHLP curriculum, and it accounts for the turn around in NHLP scores after week five.

NHLP fits with the social construction of learning tradition by employing an inductive, task oriented approach to move beyond behaviorist and cognitivist curriculum orientation.
 

This spring the Virginia Association for Developmental Education (VADE) is taking a new approach to providing professional development opportunities for developmental educators across the state. Instead of holding an annual conference, VADE, in conjunction with the Virginia Community College System (VCCS) Regional Centers for Teaching Excellence (CTE), is sponsoring five one-day workshops across the state.

This move was prompted by the fact that Developmental Education in 2001 was granted peer group status by the VCCS. Every two years, the VCCS funds a Developmental Peer Group Conference which is open to interested developmental community college educators. The Executive Board of VADE acts as the planning group for the program while the Office of Professional Development at the VCCS takes care of all the site planning. Conference attendees (who work in the VCCS) do not have to pay for hotel accommodations, and the registration fee is kept to a minimum. In these times of budget restraints, VADE strives to provide professional development opportunities at little to no cost to the participants to encourage good attendance at events. The cost for non-VCCS participants is still reasonable.

After getting the support of the five chairs of the regional CTEs, the VADE Executive Board set up five different committees, consisting of board members and other volunteers, to plan and implement each of the workshops. Each committee had to pick a date, secure a speaker, choose a site, plan for lunch and refreshments, advertise, and register participants. The goal was to provide these workshops at no cost to participants. The five regions were: Central, Northern, Mid-Central, Tidewater, and Southwest.

The Central Regional Workshop was held at Danville Community College on Friday, February 20. The speaker, Kristie Sullivan, from Sandhills Community College in Pinehurst, NC, did a presentation on learning communities. Fifty-seven educators from Virginia and North Carolina attended.

The Northern Regional Workshop was Friday, February 27, at the Annandale Campus of Northern Virginia Community College. The topic was Generation 1.5 presented by Karen Walsh, who also presented at NADE. Forty-two educators attended.

On Friday, March 26, two workshops were held. The Mid-Central Workshop took place at John Tyler Community College. Dr. Rita Bigelow, supervisor of English K-12 for Gloucester County, led a discussion about learning styles and their implications in the classroom. Twenty people attended. The Tidewater Workshop was held on the Norfolk Campus of Tidewater Community College. This workshop featured five break-out sessions; topics included the Bridges Learning System, an E-cabinet filing system, an electronic wireless student response system, ENG 03, and a Title III metacognition project. Thirty-five participants attended.

The final workshop was held on Friday, April 30, at the Higher Education Center on the Campus of Virginia Highlands in Abingdon, VA. The Southwest Regional Workshop featured Sharon Perry from Southwest Virginia Community College whose topic was “Helping Developmental Students Find Career Direction.”

The evaluation responses so far have been very positive.

The VADE Executive Board is now turning its attention to planning the spring 2005 Developmental Peer Group Conference. Although the date and place are not definite, the board and the VCCS are looking at February 17-18 in Virginia Beach. 

Submitted by: Glenda Lowery
 

The New York College Learning Skills Association (NYCLSA) would like to announce the following award recipients.  These awards were given at NYCLSA’s 27^th Annual Symposium, held in March in Buffalo, New York.

Mr. Paul King received the “Outstanding Student Graduate of a Developmental Education Program” award.  Paul graduated from Niagara University in 2001; he now attends Touro College, Jacob D. Fuchsberg Law Center in Huntington, NY, and will graduate in December.

Ms. Stephanie Olsen, Academic Support Specialist at the Newark Center for Finger Lakes Community College, was the recipient of the award for “Outstanding Professional Service” in the field of Developmental Education.

Ms. Robin Middleton received the award for “Outstanding Service to Students” in the field of Developmental Education.  Robin is a counselor and coordinator of academic advisement at Jamestown Community College in Jamestown, New York.

Dr. Cynthia L. Glickman (Community College of Southern Nevada) and Juli K. Dixon (University of Central Florida), authors of the article “Teaching Algebra in a Situated Context Through Reform Computer Assisted Instruction” in the journal Research and Teaching in Developmental Education (Vol. 18, #2, Spring 2002), were awarded the 2003-2004 “Outstanding Research Award.”

Submitted by: Sharon Green
 

ANNOUNCEMENTS
 

WANT TO NETWORK WITH LIKE-MINDED PROFESSIONALS?
JOIN THE LRNASST LISTSERVE!

To subscribe, send an email to LISTSERV@LISTS.UFL.EDU but leave the subject header blank. In the body of the email, put this message: "SUBSCRIBE LRNASST-L [your name here]." You will be emailed shortly by the LRNASST moderator.

For more information on LRNASST,
visit the NADE web site:
http://www.nade.net/

For more information on Corporate Relations,
visit the NADE web site:
http://www.nade.net/

NADE EXECUTIVE BOARD

NEWLY INSTALLED NADE EXECUTIVE BOARD
Left to Right:
Dessie Williams, Sonja Strahm, Paul Hrabovsky, Rick Casper, Pat Newell
 

COLLEGE READING AND LEARNING ASSOCIATION

37TH ANNUAL CONFERENCE
Kansas city, Missouri
OCTOBER 13-16, 2004 

“Rhythms of Learning: Orchestrating Success”

For information: www.crla.net

Russ Hodges
CRLA 2004 Conference Chair
Texas State University—San Marcos
Department of Educational Administration and Psychological Services
601 University Drive
San Marcos, TX 78666-4616
Email: Rh12@txstate.edu   *   Phone: 512-245-7922   *   Fax: 512-245-9923
 

NADE 2005

29TH ANNUAL CONFERENCE

MARCH 9-12, 2005
ALBUQUERQUE, NEW MEXICO

Hosted by the Southwest Association for Developmental Education (SWADE)
 

For more information, go to the conference web site:

http://planet.tvi.edu/nade2005

NADE 2005
Program Chair:

Susan McClory
San Jose State University
One Washington Square
San Jose, CA 95192-0103
408-924-5070
mcclory@mathcs.sjsu.edu
 

Annual Conference 2004

“Opening Doors”

The Forum for the Advancement of Continuing Education is holding its 2004 Conference at the University of Portsmouth, UK, from June 30 to July 2, 2004.

The conference theme “Opening Doors” explores the way in which educators can enable learners of all ages to move forward through open doors and access lifelong learning.  The conference papers, presentations, and displays will look at how we engage learners, how we educate learners, and how we can assist learners in gaining employment.

Keynote speakers:

· Dr. Kevin Whitston, Head of Widening Participation, HEFCE

· Professor Claire Callender, Professor of Social Policy, London South Bank University 

· Chris Duke, Director of Higher Education, NIACE

For further information, please contact:
 

Widening Participation Administrator
FACE Conference 2004
University of Portsmouth
1 Guildhall Walk
Portsmouth PO1 2RY
Tel: 023 9284 2712
Email: face@port.ac.uk

NCLCA

ANNUAL CONFERENCE
SEP. 29-OCT. 1, 2004

“Sailing to Student Success”

The 19th Annual Conference to be held in Baltimore, MD

For more information: www.nclca.org 

Lisa D’Adamo-Weinstein
NCLCA 2004 Conference Chair
United States Military Academy
Center for Enhanced Performance
845-938-7815          YL2598@usma.edu
 

It's our silver anniversary!
25^{th
Kellogg Institute}

For application/information, write or call:
Director, Kellogg Institute
ASU Box 32098
Appalachian State University
Boone, NC 28608-2098
(828) 262-3057
http://www.ncde.appstate.edu/