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Staff Development for Faculty


 • Demonstrates content knowledge and the ability to deliver the content

• Varies instructional delivery methods

• Maintains organized and structured activities

• Possesses knowledge of learning styles and how to apply

this information

• Provides critical thinking activities

• Relates the curriculum to the real world and careers

• Actively engages students

• Maintains high academic standards

• Engages in classroom research

• Engages in professional development activities

• Chooses to teach underprepared students and demonstrates

a passion for working with these students

• Enjoys and respects students

• Sees the whole student

• Creates a “classroom community” learning environment

• Motivates students

• Engages in “intrusive” (proactive) student activities

• Encourages students to use all available support services

• Maintains an innovative spirit

• Knows how to and enjoys working with teams


Program Components

According to the literature, a number of specific

programmatic components are characteristic of highly

effective developmental education programs. These include:

B.1 Orientation, assessment, and placement are mandatory for

all new students.

B.2 Regular program evaluations are conducted, results are

disseminated widely, and data are used to improve practice.

B.3 Counseling support provided is substantial, accessible, and integrated with academic courses/


B.4 Financial aid is disseminated to support developmental students. Mechanisms exist to ensure

that developmental students are aware of such opportunities and are provided with assistance

to apply for and acquire financial aid.


Although most colleges engage in at least some evaluation activities related to their developmental

programs, these are often fragmented and episodic. A systematic evaluation of developmental

education activities should collect data at three levels:

• Primary level: descriptive data such as number of courses, hours of tutoring, and students


• Secondary level: short-term outcomes such as course completion, grades in courses, and

semester-to-semester retention

• Tertiary level: data on long-term outcomes such as grade point averages, long-term

retention, and graduation rates


math effecive practices



WLAC Basic Skills Committee report to Academic Senate





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