Online Certificate Course 
Using Theory and Research in Developmental Education 
Fall 2009 (see specific dates below) 
Benefits of Course 

Practical:  Participants will receive information, training and skills that will allow them to immediately implement positive change at their institutions.
Top-Notch Instructors:  Our instructors are leaders in developmental education.  They will help you take your program to the next level. 
Interactive and Collaborative:  Chat online with instructors, participate in online polling questions and discuss specific situations with your colleagues.  You will have on-going access to online support networks.
Cost-Effective:  No travel required.  
Convenient: Take this course from your home, office or anywhere with an online connection.  It's just that simple!  
Course Overview 

Various schools of thought have provided perspectives on how individuals learn and why they behave as they do.  At certain times, we have been more influenced by one perspective than others, depending on what was currently the focus of research.  It is unfortunate that as new schools of thought develop, earlier ones are often discarded entirely.  For our practice to be most effective, it is imperative to be familiar with a broad range of theories and synthesize ideas from a variety of perspectives to provide an integrated approach to help students achieve.  
Theories can help explain the complexities of student behavior and show that it is not just a matter of chance of random effect.  Understanding theory and recognizing the many possible factors that help explain individual differences in learning are only part of the story.  Translating understanding into meaningful and effective action is the challenge.  Effective instruction and successful learning are not achieved by chance.  We offer a framework called TRPP (theory, research, principles, and practice) as a guide for designing learning situations to maximize student potential. 
In this course, you will be introduced to the TRPP (Theory, Research, Principles, Practice) framework.   and become aware of current research and new ways of viewing theories about learning.  In addition, you will examine long-standing practices that may need to be revisited.  We will focus on these four areas and use the TRPP framework to guide our learning:  Self- and Identity, Motivation, Ways of Knowing, and Self-Regulation. 
In a series of six modules you will interact with others in a collaborative environment and apply theory and research to the student learning situations you face.   The use of case studies will be central throughout the course. The outline for the course is as follows: 

Introduction and Overview
Why are theory and research important in our practice?  What is the TRPP  framework?
What theories and research findings about motivation are useful to help explain student behavior and design learning environments?
Ways of Knowing
What theories and research findings about ways of knowing are useful to help explain student behavior and design learning environments?
Self and Identity
What theories and research findings about self and identity are useful to help explain student behavior and design learning environments?
What theories and research findings about self-regulation are useful to help explain student behavior and design learning environments?
Critical Reflection
Using a process of critical reflection, we will connect the learning in this course and develop a plan for application in your practice.

Participants will 
·    Become familiar with a broad range of theories and research that help explain student behavior and how to design a successful learning environment 
·    Create an integrated approach to teaching based on theory and research 
·    Collaborate with colleagues to apply theory and research to actual case studies 
·    Develop an action plan for practice through a process of critical reflection 

Coursework details 

All of the coursework will be done online.  There will be 6 synchronous lectures (recording available if you cannot make the specified date) along with online coursework between sessions.  Upon completion of the course, you will receive a certificate.  
Dates for synchronous lectures (12-1:30 EST): 
·         Friday, September 25th 
·         Friday, October 2nd 
·         Friday, October 16th 
·         Friday, October 30th 
·         Friday, November 13th 
·         Friday, December 4th 
Certificate of Completion 
Upon successful completion of the Take a TRPP:  Using Theory and  Research in Developmental Education course, the Center for Continuing Education at National-Louis University will award a certificate of completion to each participant.   In addition, participants will receive 5 CEUs (continuing education units).  One CEU is defined as 10 contact hours of student participation in an organized educational experience.   
National-Louis University was founded in 1886 and known since 1930 as the National College of Education.  It is nationally renowned today for its programs in teacher preparation and educational leadership and one of the first universities to address the unique needs of adult learners.  Questions related to NLU can be directed to Margaret Stemler, Director of Continuing Education at 847-905-8034 or [log in to unmask] 
Who should attend? 


Vice Presidents
Instructional and Student Services Deans 
Student Success/Retention Specialists
Instructional Coordinators
Instructors in DevEd courses 
Administrators of DevEd programs 
Non-DevEd program directors looking to retain first-year students 
Administrators and others concerned with retaining first-year students 
Skeptics of the value of DevEd programs 
Advisors and Counselors
Student Support Professionals
Anyone interested in improving retention rates for underprepared students 

Who are the instructors?  

Dr. Casazza is the Dean of the College of Arts and Sciences at National-Louis University in Chicago, Illinois. She has served as President of the National College Learning Center Association, President of the National Association for Developmental Education, Co-Editor of the Learning Assistance Review, and Co-Editor for the National Association for Developmental Education Newsletter. She is currently on the Editorial Board for the Journal of Developmental Education as well as the Advisory Board for the Center for Research on Developmental Education and Urban Literacy. Dr. Casazza was a Fulbright Senior Scholar to South Africa in 2000. She received the Hunter R. Boylan Outstanding Research/Publication Award in 2004. 
She is a regular contributor to professional journals in the field and was one of the first to call for a theoretical foundation for the field of developmental education in her Journal of Developmental Education article, “Strengthening Practice with Theory.” Furthermore, Dr. Casazza has co-authored two books with Dr. Sharon Silverman: Learning Assistance and Developmental Education: A Guide for Effective Practice (1996) and Learning and Development (2000). Her most recent publication is entitled, Access, Opportunity and Success: Keeping the Promise of Higher Education and was published in 2006. She is currently working on an oral history project to document the history of a Latino community in the city of Chicago, and serves as the Illinois co-president for the Office of Women in Higher Education, an ACE affiliate. 
Sharon Silverman, Ed.D. is an independent scholar and consultant with degrees in learning disabilities and educational psychology. She works in the areas of faculty/staff development, student retention, teaching and learning excellence, student development, program evaluation, distance learning, and collaboration between academic and student affairs. She is the founder and former director of the Learning Assistance Center at Loyola University Chicago where she developed LEAP, an award winning student access and retention program. She continues to consult in student success and retention in the City Colleges of Chicago, Columbia College Chicago, and with the Stritch School of Medicine at Loyola University Chicago. She was a Fulbright Scholar at the University of Port Elizabeth in South Africa (1999) and received a Fulbright Alumni Initiatives Award (2001) for a project, "Sharing Cultures" that involves students and teachers internationally in a virtual
 learning community. Rotary Foundation International awarded her a Rotary University Scholar Grant for work in South Africa in 2002. Silverman has co-authored Learning Assistance and Developmental Education (Jossey-Bass, 1996) and Learning and Development Making Connections to Enhance Teaching (Jossey-Bass, 2000), and Partners for Innovation in Teaching and Learning (iUniverse, 2005). Her international speaking and consulting engagements include Canada, Scotland, England, South Africa, Cyprus, Malaysia, and Australia. 







To access the LRNASST-L archives or User Guide, or to change your
subscription options (including subscribe/unsubscribe), point your web browser to

To contact the LRNASST-L owner, email [log in to unmask]