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©NADE 2001-06
Maintained by office@nade.net
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NADE NEWSLETTER | |||||
| National Association for Developmental Education http://www.nade.net/ |
Volume 26, Number 3 |
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REPORTS FROM NADE
OFFICERS: | ||||||
As I have traveled as President-Elect and then
President of NADE, I have been reminded of the obstacles developmental
educators have to overcome. Many of these have to do with the perceptions
of others and our own perceptions. While the NADE definition of developmental education clearly includes all types of learning assistance and counseling, very few of our colleagues, who specialize in learning assistance and counseling, consider themselves to be “developmental educators.” This includes a very dear friend of mine who has been a mentor to me. To this day, I don’t understand how he cannot consider himself a developmental educator. I do understand the need for self-identification, but I think that we sometimes carry the concept so far that we miss the fact that we are part of a larger community, also striving to prepare students to meet their selected goals. I’ve given a great deal of thought to the problem, and I have reached some conclusions. First, I believe that we have to work on reaching out within our own community and starting a dialog about our similarities and differences. Knowledge of each others’ challenges and plans can only lead to a stronger community. We need to actively share what we do and all that we do. While we all celebrate the student who has overcome great adversity, how many of us celebrate those students whom we help to succeed in applying to college, or for grants, or scholarships, or prestigious awards? We need to publicize all of our successes. Let the good news of what we do travel! Secondly, we have to share what we really do with other audiences on our campuses and elsewhere. Think about your own campus. How many of you invite colleagues from the courses we help to support to view your labs, your classes, or your counseling center? How well do they understand what you can and do offer them? Make it a priority to start reaching out to them. For instance, if you are giving a workshop on study skills, invite core course instructors and their students to attend. Let the good news of what we do travel! Finally, once your colleagues are informed, work on getting your local and state politicians informed. Most of our NADE chapters have newsletters. Start a permanent article devoted to success stories, and actively pursue instructors in all institutions in your chapter for their stories. The stories don’t have to be about individuals; they can be about the success of your lab to support Praxis or the award that your counseling center or program won. Share the newsletters with local and state politicians. Let the good news of what we do travel! We have been quiet about ourselves for too long. It is time to start promoting our profession. If we don’t do it, who will? How much longer can we afford to wait?
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In her article in this newsletter, NADE President Sue Hashway mentions the “them” and “us” mentality that we as developmental educators have faced for years on our campuses. We all know that without “us,” “they” would have a much tougher job. In this economic time when our very existence is being challenged by some, why don’t we reach out to our colleagues and invite them to join us! Think of the benefits that they would receive from us, and think of what NADE would gain from them. What better goal can we have than working together for the good of our students? There is strength in numbers! As an organization, we need to show that our membership comes from all segments of education. We need to show that we are all working toward student success. We need to include developmental educators, core course educators, counselors, and administrators. As the policy makers in the state legislatures look at the viability of developmental education programs, they need to see and hear a strong, united membership. Starting immediately, as soon as you finish reading this newsletter, we are beginning a membership drive. It is called “Each One Recruit One!” Your job as a NADE member is to find at least one other person on your campus who is not a member of NADE but should be. Show that person what he/she is missing and encourage that individual to join NADE. You can print a membership form from the website www.nade.net. This site is also full of outstanding information that a prospective member might enjoy reading! We currently have around 2,000 members. Just think of the impact if each member really did recruit one new member! WOW!!!!! Many of you have often wondered how you could volunteer in NADE. This is a perfect and very easy way! We will announce the new membership number at the conference in St. Louis!
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As of 9/11/2003, our funds are distributed as follows below. Reserves: $102,434.46 Scholarship: $ 27,117.15 Money Market $ 40,000.00 Checking: $ 87,096.97 Total: $256,648.58
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NEWCOMER'S RECEPTION A Newcomer’s Reception will be held Wednesday, March 10 from 6:00 – 7:00 pm in the Rose Garden Room at the Adam’s Mark. If this is your first NADE conference, plan to attend to meet the NADE board, learn about how to get the most out of your conference, and receive a free gift! The reception will end in time for participants to attend the Opening Grand Reception at the Arch at 7:30 pm with Dixieland Music and fabulous food from the St. Louis area. Visit our web site often for conference updates and interesting information! http://www.nade2004.com/ |
NADE 2004 St. Louis, MO Developmental Education:
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NADE 2004 HOUSING It is especially important that you stay at the conference hotel both for your convenience and for our ability to meet our sleeping room block, thus avoiding hotel attrition penalties. When people make reservations at several hotels and then cancel just prior to arrival, two problems are created. First, when people hold rooms and then cancel at the last moment, they artificially hold rooms that others would have taken; this is especially a problem when we approach selling out the room block and/or hotel and some must stay elsewhere. Second, it may seem that the conference will meet its sleeping room block obligations, but if people cancel at the last minute our room block may not be met and the hotel may not be able to resell the rooms, thus creating an attrition penalty, which financially hurts the conference and NADE. In order to insure that attendees will be able to stay at the conference hotel and that the conference will meet its contractual obligations, please make your reservations by February 9, 2004, by calling 1-800-444-ADAM and identifying yourself as a participant in the NADE 2004 conference. Reservations must include a deposit of the first night’s accommodation. Deposits are refundable if cancelled 3 weeks prior to the date of expected arrival. We look forward to your having a great experience at
NADE 2004 in St. Louis. We believe you will enjoy your stay at the Adam’s
Mark Hotel, our conference hotel. Meet us in St. Louis! | ||||||
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TELLING TALES OF INTERNATIONAL COLLABORATION In July 2003, NADE Past-President Melodye Shore delivered a keynote speech at the Forum for the Advancement of Continuing Education (FACE) annual conference in Stirling, Scotland. This was part of the same reciprocal partnership between FACE and NADE that brought FACE Chair John Storan to the NADE 2003 Conference in Austin, Texas. Melodye’s presentation, "Down the Rabbit Hole and into Oz: Mixed Metaphors with a Common Theme," led delegates to consider parable and allegory within the stories of Alice in Wonderland and The Wizard of Oz to investigate the experience of learners. Themes such as setting out on journeys, confronting dragons, and searching for treasure were employed as metaphors of student experience, success or failure. Melodye asked, "Why do heroes (learners) sometimes abandon their journeys?" She suggested boredom, irrelevancy, and limited or unrealistic expectations. She led us to consider that the role of those in developmental education and in the field of lifelong learning and access is to become fellow travellers on the journey with learners and that wise companions develop useful collaborative relationships with others who share the same purpose. Hence NADE and FACE recently developed a reciprocal agreement to publish within each other’s newsletters on themes of common interest and concern. Widening participation of non-traditional students is a major preoccupation of FACE members as is the theme of retention in further and higher education. Once learners have been cajoled and tempted through the doors of academia, their success, and that of the institution, is assisted if favorable conditions are present. Perhaps, like Melodye, we may be allowed to employ storytelling license and consider for a few moments the adventures of the fictional character currently gripping the imagination of readers in the UK and beyond – Harry Potter, from J. K. Rowling’s best-selling novels. The exploits of Harry evoke great passion in both children and adults alike. Their hero survives many rebuffs, disappointments, and dangers, despite the odds stacked against him. In true hero-fashion, he battles with negative forces, some in the service of the dark lord Voldemort, some in the shape of the stupid, bumbling, and depressingly conventional "Dursley family," and some from the depth of his own inadequacies as in his loneliness he seeks to discover his own identity – his own story. The key to Harry’s success – or at times – simply his survival – is the comradeship of friends Ron and Hermione, and the timely input and intervention of those who wish him well, namely Dumbledore, Hagrid, and others. Harry represents "everyman" in his fight to survive the battle of good over evil, justice over tyranny! The secret of J. K. Rowling’s success is in her employment of powerful yet subtle allegory. Harry’s success and survival is our own success and survival – he is telling our story. For many people in the UK, the US, and worldwide, the success of non-traditional learners in further and higher education is about facing the big issues of social justice. It is about promoting a just and equitable society. It is about confronting the status quo and battling to overturn elitist (often subtle and understated) practices which reinforce the "them and us" mentality that is present in our competitive Western society. Stratification in terms of "class" is widely discussed in the widening participation and access debate in the UK. Working class parents are less inclined to encourage their siblings to take on student debt as their middle-class counterparts – part of the "top-up" fees debate raging in the UK at present as the government’s White Paper on Higher Education makes its way through the House of Commons, with fierce opponents anxious to force amendments to the paper. For more information on “White Paper,” visit the following web address: http://www.staffs.ac.uk/schools/graduate_school/access/news/news3.html . Middle class families are well used to exerting their right to free choice--but often based on old and well-worn socially exclusive practices: My dread at first when Miriam was refusing to listen to us is that she’d unwittingly go to what is an old polytechnic, not knowing that there might be a difference quality of students there as well, so she would be with a peer group who would bore her and be well below her standard…. 1 Harry Potter’s sworn enemy, Drayco Malfoy, and his dad, who object to "Muggles" children and half-bloods being allowed into Hogwarts School for Wizards, would be at home with such sentiments. Harry’s blood-curdling arch enemy Voldemort has a simple way of viewing the world: "There is no such thing as good and evil – there is only power." Readers of the Harry Potter stories have no problem in acknowledging that it is the striving for ultimate power that creates evil. However, the subtleties of power games within society and education, the issues of elevated status, the notion of ‘superior’ knowledge – these are less easily recognised and challenged. In the research community, asking (or perhaps framing) the right questions is a good start and a skilful exercise – what are the invisible barriers to education for non-traditional students, what are the institutional processes designed to help and facilitate, how effective are these processes, whose interests are actually being served, whose voices are being heard and whose are muffled? Harry Potter’s survival is contingent on the loyalty and faithfulness of friends who fling themselves into ongoing battles to protect their friend. Likewise, close collaboration between like-minded players in the field of widening participation and access to further and higher education is needed to reinforce and strengthen the resolve to create democratic and inclusive models of education and lifelong learning. Like Harry, non-traditional learners sometimes need the passionate intervention of faithful friends to fight their case. With this resolve in mind, FACE invites NADE members to take part in its annual conference in Portsmouth in July 2004 where they will be made especially welcome (more conference details can be obtained from the conference organizer at rosie.seith-smith@port.ac.uk). FACE is in the process of upgrading its website (www.f-a-c-e.org.uk) so that its members’ many-faceted areas of research and information may be shared with NADE membership and others who are anxious to bring about change. Bookmark this website and visit over the forthcoming year to follow FACE activities and to read its newsletters. Information about international research and a forthcoming conference on the subject of student retention can be found at www.staffs.ac.uk/access-studies/ as can links with many UK organizations created to widen participation in higher education. Details of how to access free copies of publications based on research into student success and retention are also available on the above website. 1 From a paper delivered at 2002 BERA conference in the UK entitled "Exclusivity, exclusion and social class in urban educational markets" by Diane Reay.
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THE CENTER FOR RESEARCH ON DEVELOPMENTAL EDUCATION AND URBAN
LITERACY: A RESOURCE FOR DEVELOPMENTAL EDUCATORS
The Center for Research on Developmental Education and Urban Literacy (CRDEUL), in partnership with the General College (GC) at the University of Minnesota-Twin Cities, promotes and develops multidisciplinary theory, research, and practice in postsecondary developmental education and urban literacy. CRDEUL programs include grants and awards, publications and research, visiting scholars, a resource center, and professional developmental activities. CRDEUL is committed to identifying future trends and directions in the areas of developmental education and urban literacy; bringing together faculty, staff, students, and community organizations for research and collaborations; promoting multicultural education and access in higher education; providing mentoring, consultation, and professional development to regional and national affiliates; and housing resources central to the work of developmental educators. New Faculty Advisor for OutreachCRDEUL is pleased to welcome David Arendale, Assistant Professor in General College, as its new Faculty Advisor for Outreach. David will work with CRDEUL Director Dana Britt Lundell, Senior Faculty Advisor for Research Jeanne Higbee, and Program Associate Holly Choon Hyang Pettman to develop outreach initiatives and engage in strategic planning activities. David is a national leader in the areas of postsecondary college access, developmental education, and academic interventions that support improved student achievement and persistence. PublicationsWe are pleased to announce the publication of the
Multicultural Awareness Project for Institutional Transformation: MAP IT
(Miksch, Higbee, Jehangir, Lundell, Bruch, Siaka, & Dotson, 2003), a
joint project of CRDEUL and the GC Multicultural Concerns Committee.
MAP IT is the
culmination of a two-year intensive collaboration that (with
permission of Dr. James Banks, Director of the Center for Multicultural
Education at the University of Washington-Seattle) adapted an assessment
originally created for K-12 educators for use in higher education settings.
MAP IT includes a set of four survey tools for faculty,
administrators, student services staff, and students, along with the
project’s theoretical framework, 10 guiding principles, and a bibliography. These publications, as well as previous monographs and Future Directions Conference proceedings, are downloadable, free of charge, from the Center’s Web site, http://www.gen.umn.edu/research/crdeul. A limited number of hard copies will also be available free of charge at the NADE conference in St. Louis.
Call for Submissions
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REPORT ON THE FUTURE OF DEVELOPMENTAL EDUCATION CONFERENCE The Future of Developmental Education: A Regional Conference Held June 6, 2003On June 6, more than fifty people attended a regional conference at Bristol Community College (MA) to consider the question of the “future of access.” The forum was sponsored by the Learning Assistance Association of New England (LAANE) and the North England Educational Opportunity Association of New England (NEOA). The keynote speaker, Dr. Arthur MacEwan, Professor of Economics at UMASS/Boston, placed higher education and developmental education in the context of the struggle in this country and the world for control of resources. He argued that the conservative trend in this country both on the federal and state levels has led to tax cuts which have resulted in less revenue for the support of higher education. This redistribution of income from the lower and middle classes to those on the top has meant, among other things, that access to higher education has become much more difficult. Dr. MacEwan urged the conferees to become more politically aware and to work together with other stakeholders to restore the promise of a college degree for all of our citizens. Following the keynote speech, a panel representing different sectors of higher and developmental education discussed how recent budgets cuts are affecting them and what they are trying to do about it. Finally, people within different breakout groups attempted to come up with strategies for defending and promoting developmental education programs. One of the outcomes of the conference was a desire to
develop ways that organizations and institutions can collaborate in making
sure that the public and policy makers appreciate the importance of
developmental programs in promoting access to higher education for all of
our citizens. Such collaboration can only come about through an ongoing
conversation about developing effective tactics and strategies. A follow-up
workshop to be held at LAANE’s annual conference on October 17 will seek to
do just that through a review of some of the issues and ideas raised in the
June 6 conference and through a continuation of the dialog between LAANE, NEOA,
and others. | ||||||
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CHANGES AFFECTING AWARDS COMMITTEE
Change in Awards Deadline | ||||||
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NADE SPECIAL COMMITTEE SEEKS YOUR
FEEDBACK Last winter the NADE Executive Board established a special committee, co-chaired by Sandra Offiah-Hawkins and Jeanne Higbee, to explore the possible consolidation of the Cultural Diversity and the International Access Committees. Meanwhile, the NADE Board has suspended the work of these two committees for one year. The full charge to the special committee and a call for committee members was published in the summer edition of the NADE Newsletter. According to the committee descriptions provided on the NADE Web site, the Cultural Diversity Committee “encourages participation of NADE members from diverse backgrounds and develops activities to encourage diversity within NADE.” The International Access Committee “coordinates the dissemination of information about Developmental Education programs in other countries and encourages membership in NADE with fellow educators from outside the U.S.” With these descriptions in mind, the committee began its conversation by responding to the following question:
The responses generated by this question prompted the formulation of three additional questions: 1. Are there any fiscal advantages to consolidation? 2. Is it possible for one committee to address the missions of these two separate committees? 3. Although many define cultural diversity to include issues of religion, ethnicity, social class, age, gender, sexual orientation, home language, and disability, as well as race, has NADE embraced this broader definition? Should it? We, the members of this special committee, are now soliciting input from you, the members of NADE. So, please consider the above questions and share your ideas, comments, conclusions, and even additional questions. We look forward to hearing from you. You may contact any of the following members of the committee at the e-mail addresses provided below.
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ADJUNCT COMMITTEE WANTS YOU! The Adjunct Committee is seeking members
to serve on the committee during the 2003-2004 year. Any NADE member is
welcome to volunteer for this committee whose focus is on issues relating
to adjunct developmental educators. This year the Adjunct Committee will
be gathering information from state organizations concerning how they
encourage adjuncts in the field and then working on an article relating to
adjuncts to publish in this newsletter. Anyone interested in helping on
this committee should contact Patti Eney, chairperson, at
eney@uwp.edu or 847-265-0336. | ||||||
| Go to the Top Go to the Bottom | ||||||
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FDEA The Florida Developmental
Education Association's 26th Annual Conference (FDEA) will be held in
Daytona Beach, Florida, October 22-14, 2003. The theme for this year is
"Surfing the Waves to Success." The conference will be held at The Plaza
Resort and Spa, 600 North International Speedway Blvd., Daytona Beach
Florida. Members of the Iowa Developmental Education Association (IDEA) will meet at Village East in Okoboji, Iowa, on October 8-10, 2003. Participants will enjoy an informal retreat where they will renew their desire to teach as well as network with colleagues from across the state. “The Courage to Teach and Lead” and “Brain-Based Learning” workshops will be led by Dr. John Piper. In addition, David Arendale, member of the NADE Emeritus Board, will speak to members about the possible creation of a new professional group combining NADE with CRLA and NCLCA. More information about the IDEA conference may be found at www.nade.net/chapters/IDEA/2003conference. MADE The Mississippi Chapter of NADE will hold its annual conference on Thursday and Friday, November 6-7, 2003, at the Eagle Ridge Conference Center at Hinds Community College in Raymond, MS. Featured keynote speakers are Dr. Sharon Ferrett, who will speak on "Peak Performance: Lessons in Emotional Maturity"; Dr. D. J. Henry, who will speak on "I Was A Developmental Student"; and Maggi Miller, who will speak on "Power to the Professor." In addition, MADE is pleased to announce that John Langan, author of numerous developmental textbooks, will conduct a two-hour workshop entitled "Skills Stuff, Human Stuff: Strategies for the Developmental Reading Classroom." For more information on MADE, you may visit our web site at http://www.madehome.org/. MRADE The MRADE conference will be held on October 1-3, 2003, at the Adam’s
Mark Hotel in St. Louis, MO. Highlights of this conference include a
keynote by Pat Ryan and Rebecca Miller of the Illinois Community College
Board, who will share information about the No Child Left Behind Act and
the role developmental educators can play in preparing paraprofessional
educators to meet new education requirements. MRADE continues to
participate in the America Reads program by donating children books to
representative programs. MRADE (with IDEA and ILSADE) is in the process
of preparing for NADE 2004, which will also be held at the Adam’s Mark Hotel
in St. Louis. MRADE members will have the opportunity to become familiar with the
facilities at the Adam’s Mark Hotel and the historical area of the St.
Louis waterfront. | ||||||
| Go to the Top Go to the Bottom | ||||||
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NADE EXECUTIVE BOARD Patricia J.
Newell Paul Hrabovsky Learning Enhancement Center/Act101 Pratt Hall, Room 202, 201 Pratt Drive Indiana, PA 15705-1091 (P) 724-357-4081 (F) 724-357-6940 (E) paulhrab@iup.edu Dessie S.
Williams 8100 Highway 71 South Alexandria, LA 71302-9121 (P) 318-473-6473 (F) 318-473-6556 (E) dessiew@lsua.edu
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Submissions for the NADE Newsletter should be sent to:
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INSTITUTE EXPERIENCE