Farmer, V. L., & Barham, W. A. (Eds.). (2001). Selected models of developmental education programs in higher education. New York: University Press of America. This book identifies best practices in developmental education in the following areas: affective and cognitive support services, curriculum and instruction, assessment and evaluation, and integrating developmental programs within the institution.

Center for Research on Developmental Education and Urban Literacy. (2005). Homepage. [Online]. Minneapolis, MN: Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota. Retrieved April 9, 2005, from http://www.gen.umn.edu/research/crdeul/ CRDEUL is a national center for research on practices related to more effective developmental education practices. It publishes an annual monograph on a specific topic related to best practices related to DE, a periodic eNewletter, and conducts periodic training workshops and conferences. Monographs and books which can be downloaded include: theoretical perspectives for DE; histories of DE; exploring urban literacy and DE; multiculturalism in DE; best practices in access and retention in higher education; Multicultural Awareness Project for Institutional Transformation (MAP-IT); and Curriculum Transformation and Disability (CTAD), implementing universal design in higher education. CRDEUL recently published The General College vision: Integrating intellectual growth and student development. This 600 page book that identifies best practices in developmental education that were implemented throughout the curriculum and student services at General College at the University of Minnesota.

Casazza, M. E., & Silverman, S. L. (1996). Learning assistance and developmental education: A guide for effective practice. San Francisco: Jossey-Bass. These authors identify best practices in developmental education and provide examples from exemplary programs across the U.S. This is one of the most comprehensive books on the subject and is used as a textbook at several colleges for course related to the field.

Boylan, H., Bliss, L. B., & Bonham, B. S. (1997). Program components and their relationship to student performance. Journal of Developmental Education, 20 (3). Retrieved July 30, 2006, from http://www.ncde.appstate.edu/reserve_reading/program_components.html This provides a summary of the findings of the Exxon National Survey of Developmental Education. The findings from this reserach is contained in the 2002 book by Boylan cited earlier in this blog series..

I am just back from presenting a session at the 2006 Noel Levitz Conference on Student Retention that was hosted in Denver, CO. It has been a few years since I had presented at the conference, but the same mix of veterans and new people were in attendance as usual. I was impressed by the number of major scholars who were presenting this year such as Wes Habley from ACT, John Schuh, and the rest. The scholarship concerning student retention continues to increase. I recommend the conference highly for anyone who is interested in seeing the best models for both attracting and retaining college students.

The following link takes you to a webpage I created to accompany a presentation that I made at the 2006 Noel Levtiz National Conference on Student Retention. The presentation focused on the use of Universal Instructional Deisng to improve the classroom experience for all students and thereby increase student retention rates. Please follow the link to http://nl3006.arendale.org

Boylan, H. R. (2002). What works: Research-based best practices in developmental education. Boone, NC: Continuous Quality Improvement Network with the National Center for Developmental Education.. A summary of this document retrieved July 30, 2006 from http://www.ncde.appstate.edu/reserve_reading/what_works.htm The book is based upon the Exxon National Study of Developmental Education which was the most comprehensive study conducted. Best practices were identified through analysis of student outcomes of nearly 150 institutions across the U.S. For example, the following instructional practices were identified as best practices: learning communities; accommodation of diversity through varied instructional methods; use of Supplemental Instruction; provide frequent testing opportunities; use of technology in moderation; provide frequent and timely feedback; use of mastery learning; link developmental course content to college level requirements; share instructional strategies; teach critical thinking; teach learning strategies; use active learning techniques; and use classroom assessment techniques.