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/
programs.
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
served
• 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
WLAC Basic Skills Committee report to Academic Senate