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Karen,
Yes, that is what I meant. Thank you. Truthfully, that e-mail was meant for my dissertation chair and was part of an ongoing conversation we were having about my developmental students. I accidently sent it to the whole listserv instead of to my chair. If I were to be responding to the listserv group, I would have chosen my words more carefully. You all remember how exhausted you were when you were working on your dissertation, right? Teach me to be in a hurry. I'll be more careful in the future.

Thanks again,

Mary

-----Original Message-----
From: Open Forum for Learning Assistance Professionals on behalf of Karen Agee
Sent: Thu 6/22/2006 5:43 PM
To: [log in to unmask]
Subject: Re: FYI--  New report and developmental students
 
Frank,

I'll bet by "developmental student," Mary meant, "a student in one of 
our developmental programs."

[Is that right, Mary?]

Karen

Frank Christ wrote:

> Colleagues, the recent post by Mary Leahy (Re FYI-New Report), 
> stimulated me
> to look at LSCHE for a definition of "developmental student."  Although
> LSCHE has compiled ten definitions for the term, "developmental 
> education,"
> there is not a definition for "developmental student."  I don't  
> recollect
> ever having seen such a definition. Hw does one differentiate between
> developmental students and those not described as developmental? Are
> developmental students the underprepared students?
>
> I did not find a definition for a developmental student in the  
> Casazza and
> Silverman book, Learning Assistance and Developmental Education. The
> authors, however, did state that "One significant aspect of this shift in
> perspective [from remedial and compensatory to developmental]  is that 
> all
> students are potentially developmental students: ..." Page 32.
>
> In Maxwell,  improving Student Learning Skills: A New Edition, Maxwell
> wrote"In an earlier edition of this book, I defined developmental 
> students
> as those whose skills, knowledge, motivation, and/or academic ability are
> significantly below those of the 'typical' student in the college or
> curriculum in which they are enrolled."  Page 2.
>
> In the Cross book, Beyond the Open Door, I did not find a definition.
> Perhaps she had a definition in one or more of her other books.
>
> In the Boylan book, What Works: Research-Based Practices in Developmental
> Education, the terms, "developmental education" and "underprepared 
> students"
> are defined.I did not find a definition for  "Developmental students."
>
> Nor did I find one in the Van doctoral dissertation, The Application of
> Essential Developmental Education Principles by Program Administrators,
> although the author had a section, "Definition of Terms, that included 
> three
> definitions related to developmental education. Pp.9-10.
>
> Perhaps, someone has defined "developmental student" using criteria by 
> which
> such students can be empirically recognized. I am not an expert in 
> this area
> but I do believe that if we are discussing developmental education, we 
> need
> to have developmental students defined and differentiated from
> non-developmental students. It may be that the criteria established by
> Piaget or Perry in naming developmental stages might be starting points.
>
> Perhaps Stahl, Caverly, Boylan, Roueche or others who publish on
> developmental education have defined in print their definitions of a
> developmental student. If so,  can anyone cite specific references 
> (title,
> author, date, page) that define a developmental student? If so, I 
> would add
> them to the LSCHE resources on definitions that currently has no 
> definition
> of a developmental student.
> Collegially.......
>
> [log in to unmask]                   For all of us to win in the knowledge
> economy,
> Frank L Christ                      we need to unleash the knowledge 
> in our
> Emeritus, CSULB                document databases, use and reuse our past
> Visiting Scholar, U of AZ     knowledge, find ways to create new 
> knowledge
>             and then share it across our enterprise........
>             ...Rick Thoman, Former Xerox Corp President & CEO
> LSCHE Web Portal:      http://www.pvc.maricopa.edu/~lsche/
> ----- Original Message ----- From: "Leahy, Mary" <[log in to unmask]>
> To: <[log in to unmask]>
> Sent: Thursday, June 22, 2006 9:06 AM
> Subject: Re: FYI-- New report
>
>
>> It's too bad there wasn't a "developmental student" category in this
>> study. I should develop some type of similar measure and give it to my
>> students during my study. It would really be interesting to see where
>> dev. Readers fall in this taxonomy. But, these students often tell you
>> what you want to hear (in a survey or otherwise) rather than what they
>> meala think or do.
>> Mary
>>
>> -----Original Message-----
>> From: Open Forum for Learning Assistance Professionals
>> [mailto:[log in to unmask]] On Behalf Of Norman Stahl
>> Sent: Thursday, June 22, 2006 7:53 AM
>> To: [log in to unmask]
>> Subject: FYI-- New report
>>
>>
>> Subject: NEW NCES REPORT! - Profile of Undergraduates in U.S.
>> Postsecondary Education Institutions: 2003-04, With a Special Analysis
>> of Community College Students
>>
>>
>> This report is the fifth in a series of reports that accompany the
>> release of the data from the National Postsecondary Student Aid Study
>> (NPSAS). This report includes an analysis of community college students,
>> examining the relationship between a measure of students' degree
>> commitment and their likelihood of maintaining their enrollment over the
>> 1-year period under study.
>>
>> The study developed a taxonomy called the Community College Track, which
>> classifies students' degree commitment (more, less, or not committed)
>> based on their reported intentions of completing a program of study
>> (transfer, associates degree, certificate, or no degree) and their
>> attendance status (at least half time or not) within their program of
>> study.
>>
>> Overall, some 49 percent of community college students were classified
>> as "more committed," 39 percent as "less committed" and 12 percent as
>> "not committed." The two largest groups were students classified as
>> "more committed" in transfer programs (29 percent) and "less committed"
>> in general associate's degree programs (17 percent).
>>
>> The results indicate that students who demonstrate a relatively strong
>> commitment to completing a program of study (i.e., they explicitly
>> report that either transfer or degree completion are reasons for
>> attending and they attend classes at least half time) are very likely to
>> maintain their enrollment for one year. Some 83 percent of the "more
>> committed" students did so, compared with 70 percent of "less committed"
>> and 58 percent of those designated as "not committed."
>>
>> To download, view and print the publication as a PDF file, please visit:
>> http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006184-----------------
>> ---
>>
>> Norman A. Stahl
>> Professor and Chair
>> Literacy Education
>> GA 147
>> Northern Illinois University
>> DeKalb, IL 60115
>>
>> Phone: (815) 753-9032
>> FAX:   (815) 753-8563
>> [log in to unmask]
>>
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