2 developmental coursework
TRANSCRIPT
DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE
PART I: Mission and Goals
Always include Part I: Mission and Goals in your self evaluation. Part II: Assessment and
Evaluation indicates the degree to which the mission and goals have been achieved. The
remaining parts of this Guide address elements of program design that enable you to fulfill the
mission and goals of the program. All of the criteria in this Guide, both Essential and
Recommended, reflect best practice in the field.
Outline:
Essential Practices
A. Mission
B. Student Learning Goals
C. Program Goals
Recommended Practices
A. Mission
B. Student Learning Goals
C. Program Goals
Section Scoring Summary
ESSENTIAL PRACTICES:
While not an exhaustive list, these essential practices are necessary for a sound developmental
coursework program. In a quality program, these practices will be reflected in its mission and
goal statements.
A. MISSION
I.E.1. The written mission of the DCP focuses on promoting student learning and
student development.
Discussion and Supporting Evidence:
Score:
I.E.2. The mission of the DCP focuses on preparing students to be successful in their
developmental courses, in their subsequent college level courses, and in their
own learning goals.
Discussion and Supporting Evidence:
Score:
B. STUDENT LEARNING GOALS
I.E.3. Students will develop skills and content knowledge in their DCP courses.1
1 DCP course(s): Courses, laboratories, or workshops; in short, any learning environment of the
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Discussion and Supporting Evidence:
Score:
I.E.4. Students will develop the thinking strategies or patterns specific to or inherent
in the DCP discipline(s).
Discussion and Supporting Evidence:
Score:
I.E.5. Students will make use of metacognitive strategies in monitoring their own
learning in the DCP course(s).
Discussion and Supporting Evidence:
Score:
I.E.6. Students will develop the skills, knowledge, and behaviors that will enable
them to succeed in the immediately subsequent college-level courses.
Discussion and Supporting Evidence:
Score:
I.E.7. Students will indicate satisfaction with the learning experiences and the
learning environments created in their DCP course(s).
Discussion and Supporting Evidence:
Score:
I.E.8. Students in DCP courses will demonstrate active involvement in their own
learning.
Discussion and Supporting Evidence:
Score:
C. PROGRAM GOALS
I.E.9. The mission and goals of the DCP include creating an environment that
supports all members of the DCP community including faculty, instructional
staff,2support personnel,
3 and students.
Discussion and Supporting Evidence:
Score:
I.E.10. The mission and goals of the DCP and each subject area4 within the DCP align
DCP. 2 Instructional staff: All persons, full time or part time, including faculty, graduate teaching
assistants, and others who are responsible for designing and delivering a curriculum and
classroom management and/or grading in developmental or non-developmental courses,
workshops, seminars, or laboratories. 3 Support personnel: Office staff, paraprofessionals, and students—any and all persons who
provide service in support of the office operations and services to students. 4 Subject area: A distinct discipline within the DCP. Examples include developmental writing,
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with and support the mission and goals of the institution.
Discussion and Supporting Evidence:
Score:
I.E.11. The mission and goals of the DCP and each subject area within the DCP align
with and support the mission and goals of the department or entity (academic
affairs, student affairs, enrollment and retention) under which it is organized.
Discussion and Supporting Evidence:
Score:
I.E.12. There is a clear connection between the mission and goals of the overall DCP
and the goals of each subject area within the DCP, if such division exists.
Discussion and Supporting Evidence:
Score:
I.E.13. Overall goals and objectives of the courses taught in the DCP support the
institution’s academic standards and are carefully sequenced to align with and
support the goals of the total college curriculum.
Discussion and Supporting Evidence:
Score:
I.E.14. Overall goals and objectives of the courses taught in the DCP are carefully
sequenced to align with and support the goals of the respective college-level
subject area departments.
Discussion and Supporting Evidence:
Score:
I.E.15. There is a clear connection between the goals of each subject area in the DCP
and the objectives written on the respective syllabi of courses in that subject
area.
Discussion and Supporting Evidence:
Score:
I.E.16. The syllabus of each course in each DCP includes well-developed, clearly
articulated objectives that are content-specific and which outline expectations
for student learning.
Discussion and Supporting Evidence:
Score:
I.E.17. The DCP subject area course goals and objectives have been intentionally
developed to address the assessed needs5 of the multiple populations served by
developmental mathematics, developmental reading or reading and study skills, developmental
science, and so on. 5 Assessed needs: Cognitive and affective needs, strengths, and weaknesses of the student body;
in particular, the needs of incoming students.
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the college.
Discussion and Supporting Evidence:
Score:
I.E.18. Goals and objectives for the DCP and the individual courses within the DCP
are communicated to students, faculty, and instructional staff in written and
oral forms.
Discussion and Supporting Evidence:
Score:
I.E.19. DCP subject area course goals and objectives are reviewed regularly
(approximately every 2 years) and revised as needed by faculty and
instructional staff in order to meet institutional, departmental and instructional
goals, as well as the assessed needs of students. Input from students is
included in such review and revision.
Discussion and Supporting Evidence:
Score:
RECOMMENDED PRACTICES:
Practices that will enhance the program. The best programs will include these items as well as
the Essential Practices. However, some of these Recommended Practices may be more
appropriate for some specific DCPs than for others.
A. MISSION
I.R.1. The DCP helps to create, advance the cause, and actualize the concept of the
institution as a learning improvement system for all students.
Discussion and Supporting Evidence:
Score:
I.R.2. In addition to a focus on academics, overall DCP mission and/or goals include
one or more of the following:
a) Creating an environment in which students are able to interact with each
other in an inclusive, diverse, multicultural community.
b) Student development in categories such as: developing communication,
leadership, collaboration, social responsibility, and self-actualization;
appreciating diversity; and/or clarifying personal and educational goals.
Discussion and Supporting Evidence:
Score:
B. STUDENT LEARNING GOALS
I.R.3. Students in DCP courses will acquire the college-level behaviors that will
assist them in successfully negotiating the academic and social environment of
the institution.
Discussion and Supporting Evidence:
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Score:
I.R.4. DCP students will develop and practice the transferable skills and thinking
strategies or schema necessary for college-level courses in the same discipline
and in the total college curriculum.
Discussion and Supporting Evidence:
Score:
I.R.5. Students will develop skills in technology for use in their subsequent courses,
future lives, and careers.
Discussion and Supporting Evidence:
Score:
I.R.6. Students will increase in confidence, independent and collaborative learning
strategies, and self-efficacy in learning situations.
Discussion and Supporting Evidence:
Score:
C. PROGRAM GOALS
I.R.7. The syllabus of each course in the DCP area includes well-developed, clearly
articulated objectives that address student growth and development in one or
more non-cognitive domains such as leadership, social responsibility,
appreciating diversity, or collaboration.
Discussion and Supporting Evidence:
Score:
I.R.8. DCP instructional staff will assist students in understanding the appropriate
classroom behaviors and attitudes, including academic integrity, civility, and
ethical and responsible use of technology, that will lead to academic success in
their subsequent college-level courses and in the general college curriculum.
Discussion and Supporting Evidence:
Score:
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DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE Section Scoring Summary
Part I: Mission and Goals
Directions: Record and summarize the results for the Mission and Goals section below. Use the
results of this summary along with insights gleaned during the self-evaluation process to
determine which areas of this section will be given priority in goal setting and planning.
A. Possible Points: Check the option that describes the scope of the self-study to determine the
points possible for this section.
Option 1: Used Essential Practices ONLY
95 points possible, if all Essential items apply. If all Essential items do not apply, deduct 5
for each designated “NA.”
. . . OR . . .
Option 2: Used BOTH Essential AND Recommended Practices
135 points possible, if all Essential and Recommended items apply. If all Essential and
Recommended items do not apply, deduct 5 for each designated “NA”6 or “UK.”
7
(Supply possible points as specified by Option 1 or Option 2. Do not total possible points for Options 1 and 2.)
B. Total Points (Sum of ratings for this section):
C. Percentage Score for Section ([B / A] x 100): %
D. Areas of Strength:
E. Areas Needing Improvement:
F. Rationale for Criteria Designated “NA” or “UK”:
G. Proposed Actions to Address Areas Needing Improvement: Construct a list of actions
that could be taken, if funding and support were ample, to effectively address those areas
needing improvement identified by the self-study. It is from the lists of Proposed Actions at
the end of each Section Scoring Summary that feasible actions will be selected for the self-
study’s Comprehensive Action Plan.
Proposed Action
(Step)
How Proposed Action is Intended to Improve
Services to Students and/or Student Success
6 “NA” (Not Applicable): The evaluator considers the statement not applicable to the current
program. 7 “UK” (Unknown): The evaluator does not know the answer to the statement, but the answer
would be relevant if the information were available.
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PART II: Assessment and Evaluation
Quality DCP programs use assessment and evaluation to examine how well they are meeting
their mission and goals. Consequently, they collect data for three major purposes: a) to assess
the extent to which the program is meeting its mission, goals, and objectives; b) to evaluate the
extent to which interventions have impacted student learning and program goals; and c) to
analyze trends and patterns in the data in order to further revise goals, objectives, and action
plans.
Always include Part II: Assessment & Evaluation in your self-evaluation process. The criteria
in Parts A and B of this section reflect best practices in assessment and evaluation. Part C: Data
Collection suggests data that can be collected to accomplish the three purposes noted above.
(Note: Always use more than one measure to look at program or student outcomes).
Outline:
Essential Practices
A. Student Learning-Related Outcomes
B. Program Outcomes
C. Data Collection
Recommended Practices
A. Student Learning-Related Outcomes
B. Program Outcomes
C. Data Collection
Section Scoring Summary
ESSENTIAL PRACTICES:
While not an exhaustive list, these essential practices are necessary for a sound developmental
coursework program. In a quality program, these practices will be reflected in its assessment
and evaluation design.
A. STUDENT LEARNING-RELATED OUTCOMES
II.E.1. The DCP conducts a regular, systematic assessment to evaluate student
outcomes, student learning and student development. Part C of this section
lists some suggested measures.
Discussion and Supporting Evidence:
Score:
II.E.2. The DCP analyzes student outcomes data to determine patterns and trends and
uses the results to improve the courses, labs, and services it provides in order to
impact student success.
Discussion and Supporting Evidence:
Score:
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II.E.3. DCP students’ academic progress is monitored throughout their enrollment in
the DCP and beyond.
Discussion and Supporting Evidence:
Score:
II.E.4. DCP students’ content knowledge, skill acquisition and/or gains in general
competencies are assessed and evaluated frequently within their DCP courses.
Discussion and Supporting Evidence:
Score:
II.E.5. DCP students’ content knowledge, skill acquisition and gains in general
competencies are evaluated in the context of entry-level requirements of
subsequent college-level courses.
Discussion and Supporting Evidence:
Score:
II.E.6. Students are provided with frequent feedback on performance in terms of
content knowledge and skill acquisition.
Discussion and Supporting Evidence:
Score:
II.E.7. As the curriculum advances, DCP courses assess and evaluate students’
development and use of increasingly sophisticated thinking strategies within
the discipline, as well as their metacognitive strategies.
Discussion and Supporting Evidence:
Score:
II.E.8. DCP students’ learning is evaluated by feedback gathered through formative
assessment methods such as Classroom Assessment Techniques, and such
formative assessment is used to adjust the immediate teaching/learning
activities.
Discussion and Supporting Evidence:
Score:
II.E.9. The DCP monitors and assesses students’ satisfaction with their learning
experiences in DCP courses.
Discussion and Supporting Evidence:
Score:
II.E.10. Student needs are regularly assessed and changes in those needs are reflected
in the developmental course goals and objectives.
Discussion and Supporting Evidence:
Score:
B. PROGRAM OUTCOMES
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II.E.11. The DCP conducts regular, systematic assessment to evaluate program
outcomes.
Discussion and Supporting Evidence:
Score:
II.E.12. The DCP analyzes program outcomes data to determine patterns and trends and
uses the results to improve the courses, labs, and services it provides.
Discussion and Supporting Evidence:
Score:
II.E.13. The DCP conducts regular, systematic reviews of its mission, goals, and
objectives to assure continued alignment with college-level departments and
with the institutional mission and goals.
Discussion and Supporting Evidence:
Score:
II.E.14. The DCP conducts regular, systematic reviews of its mission, goals, and
objectives to assure continued support of the college curriculum and the
institution’s academic standards.
Discussion and Supporting Evidence:
Score:
II.E.15. DCP faculty, instructional staff,8 and administrators and supervisors
9 discuss
and analyze program outcomes and make shared decisions.
Discussion and Supporting Evidence:
Score:
II.E.16. The DCP shares program outcomes with part-time instructional staff and
faculty, faculty in other areas served by the DCP, students, and other
significant constituencies.
Discussion and Supporting Evidence:
Score:
II.E.17. The DCP regularly reviews (at least every 2 years) its goals and objectives to
assure that the assessed needs of the student populations at the institution are
being met.
Discussion and Supporting Evidence:
Score:
8 Instructional staff: All persons, full time or part time, including faculty, graduate teaching
assistants, and others who are responsible for designing and delivering a curriculum and
classroom management and/or grading in developmental or non-developmental courses,
workshops, seminars, or laboratories. 9 Administrators and supervisors: Any and all personnel who act in a supervisory capacity for
the developmental program, particularly those who have direct administrative oversight and
responsibility for the program.
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II.E.18. The DCP supports its faculty, instructional staff, administrators and
supervisors, and support personnel, and systematically collects information to
evaluate this support.
Discussion and Supporting Evidence:
Score:
C. DATA COLLECTION
This section suggests data essential to any DCP program. While this list is not exhaustive, it
represents the best research and practices to assess the achievement of the DCP’s mission, goals
and objectives and to impact program services and student success.
The key to effective assessment and evaluation is the systematic collection of similar data over
time for whichever goal or objective is being assessed. This not only permits evaluation of the
immediate results of interventions or actions but also provides comparative information over
time which will ultimately be more useful in revising the goals and objectives of the program and
developing new action plans. An analysis of the patterns and trends in such data provides a
much more persuasive argument for programmatic changes.
II.E.19. The institution monitors demographic, academic, and/or affective information
of incoming students as potential indicators of students’ needs.
Discussion and Supporting Evidence:
Score:
II.E.20. The DCP monitors and tracks the number and percent of all incoming students
who place into developmental courses.
Discussion and Supporting Evidence:
Score:
II.E.21. The DCP monitors and tracks trends in the number and percent of all incoming
students who enroll in developmental courses.
Discussion and Supporting Evidence:
Score:
II.E.22. The DCP monitors and tracks trends in the number of developmental courses
and sections offered each term.
Discussion and Supporting Evidence:
Score:
II.E.23. The DCP monitors and evaluates trends and anomalies in course completion
rates and grade distributions for all developmental courses offered.
Discussion and Supporting Evidence:
Score:
II.E.24. The DCP and/or the institution monitors and evaluates trends and anomalies in
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DCP students’ retention, term-to-term and year-to-year, while they are in the
developmental program and beyond.
Discussion and Supporting Evidence:
Score:
II.E.25. The DCP and/or the institution monitors and evaluates trends and anomalies in
pass rates and/or grades of successful developmental students in their
subsequent, college-level courses.
Discussion and Supporting Evidence:
Score:
II.E.26. The DCP includes quantitative and qualitative measures of student learning as
a part of its evaluation plan. Such measures might include pre-post test scores,
teacher analysis of portfolios, and in-class activities that demonstrate and
measure students’ actual learning.
Discussion and Supporting Evidence:
Score:
RECOMMENDED PRACTICES:
Practices that will enhance the program. The best programs will include these items as well as
the Essential Practices. However, some of these Recommended Practices may be more
appropriate for some specific DCPs than for others.
A. STUDENT LEARNING-RELATED OUTCOMES
II.R.1. Students’ use of active learning strategies is monitored and assessed in their
DCP course(s).
Discussion and Supporting Evidence:
Score:
II.R.2. The DCP provides formal and/or informal feedback to students regarding their
development of the college-level behaviors needed to succeed both
academically and socially.
Discussion and Supporting Evidence:
Score:
II.R.3. The DCP evaluates students’ ability to transfer knowledge and skills to related
courses.
Discussion and Supporting Evidence:
Score:
II.R.4. Students’ competence in the use of technology is evaluated in their DCP
courses.
Discussion and Supporting Evidence:
Score:
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II.R.5. The DCP evaluates students’ ability to demonstrate professional and ethical
standards of conduct in the learning environment, including civility, academic
honesty, and ethical use of technology.
Discussion and Supporting Evidence:
Score:
II.R.6. The DCP evaluates students’ growth in self-efficacy within the DCP courses.
Discussion and Supporting Evidence:
Score:
II.R.7. The DCP assesses students’ development of skills such as communication,
leadership, collaboration, healthy living (physical, emotional, spiritual), social
responsibility, self-actualization, appreciation of diversity, and/or clarification
of personal and educational goals.
Discussion and Supporting Evidence:
Score:
B. PROGRAM OUTCOMES
II.R.8. The DCP conducts institutional and/or other research to review, improve, and
update its courses, labs, and services.
Discussion and Supporting Evidence:
Score:
II.R.9. The DCP conducts institutional and/or other research to review and improve
student outcomes/student success.
Discussion and Supporting Evidence:
Score:
II.R.10. The DCP occasionally polls faculty from other areas for information on former
DCP students’ preparation for and/or progress in their courses.
Discussion and Supporting Evidence:
Score:
II.R.11. The DCP assesses the ways in which it helps to create, advance the cause, and
actualize the concept of the institution as a learning improvement system.
Discussion and Supporting Evidence:
Score:
II.R.12. The DCP assesses the ways in which it creates a community that is inclusive,
diverse, and multicultural.
Discussion and Supporting Evidence:
Score:
C. DATA COLLECTION
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This section suggests data recommended for any DCP program. While this list is not
exhaustive, it represents research and practices that will support the achievement of the DCP’s
mission, goals and objectives. Such data will also be likely to have an impact on program
services and student success. Therefore, the authors recommend that, in addition to the Essential
Elements, an advanced program considers collecting several (perhaps, two) of the data below.
The authors further recommend that a program consider the data that will most likely help to
inform the program, improve services, and/or increase student success.
The key to effective assessment and evaluation is the systematic collection of similar data
over time for whichever goal or objective is being assessed. This not only permits evaluation
of the immediate results of interventions or actions but also provides comparative information
over time which will ultimately be more useful in revising the goals and objectives of the
program and developing new action plans. An analysis of the patterns and trends in such data
provides a persuasive argument for programmatic changes.
II.R.13. The DCP monitors at least one of the following types of data as appropriate:
a) Success rates of students who followed placement advice with those who
chose not to do so. [Suggested success measures include persistence in
the college-level course, grade in the related college-level course, and/or
retention.] An appropriate comparison is also completed.
b) Data on students’ pre-test to post-test gain scores and/or exit exam pass
rates.
c) Students’ completion of the developmental course sequence to which they
have been assigned. [Writing I, II and III, for instance.]
Discussion and Supporting Evidence:
Score:
II.R.14. The institution monitors at least two of the following types of data and reports
to the DCP as appropriate:
a) Information on former DCP students’ certificate or degree completion,
licensure/certification pass rates, student goal attainment rates, transfer
rates, and/or graduation rates, and it provides this information to the DCP.
b) Former DCP students after their transfer to a baccalaureate institution,
graduate school, or the work force, and it provides this information to the
DCP.
c) For community outreach programs, data on students’ development of basic
literacy skills or workforce related skills.
d) Credits earned versus credits attempted, through the second year or 24
credits.
Discussion and Supporting Evidence:
Score:
Developmental Coursework – 14
DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE Section Scoring Summary
Part II: Assessment and Evaluation
Directions: Record and summarize the results for the Assessment and Evaluation section below.
Use the results of this summary along with insights gleaned during the self-evaluation process to
determine which areas of this section will be given priority in goal setting and planning.
A. Possible Points: Check the option that describes the scope of the self-study to determine the
points possible for this section.
Option 1: Used Essential Practices ONLY
130 points possible, if all Essential items apply. If all Essential items do not apply, deduct 5
for each designated “NA.”
. . . OR . . .
Option 2: Used BOTH Essential AND Recommended Practices
200 points possible, if all Essential and Recommended items apply. If all Essential and
Recommended items do not apply, deduct 5 for each designated “NA” or “UK.” (Supply possible points as specified by Option 1 or Option 2. Do not total possible points for Options 1 and 2.)
B. Total Points (Sum of ratings for this section):
C. Percentage Score for Section ([B / A] x 100): %
D. Areas of Strength:
E. Areas Needing Improvement:
F. Rationale for Criteria Designated “NA” or “UK”:
G. Proposed Actions to Address Areas Needing Improvement: Construct a list of actions
that could be taken, if funding and support were ample, to effectively address those areas
needing improvement identified by the self-study. It is from the lists of Proposed Actions at
the end of each Section Scoring Summary that feasible actions will be selected for the self-
study’s Comprehensive Action Plan.
Proposed Action
(Step)
How Proposed Action is Intended to Improve
Services to Students and/or Student Success
Developmental Coursework – 15
PART III: Program Design and Activities
The criterion statements in this section are the essential and recommended elements
that indicate the degree to which the program follows best practices for design and delivery of its
courses and services. Such designs are intended to maximize the program’s effect on student
development, student success, and student learning.
Outline:
Essential Practices
A. Scope and Purpose
B. Structure and Organization
C. Theoretical Basis
D. Operations and Learning Environments
Recommended Practices
A. Scope and Purpose
B. Structure and Organization
C. Theoretical Basis
D. Operations and Learning Environments
Section Scoring Summary
ESSENTIAL PRACTICES:
Practices that are necessary for a quality program. In a quality program, these items will
appear in the program design.
A. SCOPE AND PURPOSE
III.E.1. The institution continuously monitors student needs, preparation levels,
enrollment/demographic patterns, and student outcomes, and it shares that
information with the DCP.
Discussion and Supporting Evidence:
Score:
III.E.2. DCP program and curriculum design modifications are based on institutional
reports of students’ demographics, preparation levels, and enrollment patterns,
as well as ongoing analyses of DCP outcomes and student learning outcomes.
Discussion and Supporting Evidence:
Score:
III.E.3. The DCP curriculum10
supports student access, student development, and
student learning.
10
DCP curriculum: The disciplinary courses offered as classes, labs, workshops; or through
instructional services, learning communities, programs, and educational activities offered to
students.
Developmental Coursework – 16
Discussion and Supporting Evidence:
Score:
III.E.4. The DCP curriculum is appropriate for the previous academic preparation of
students enrolled in the institution, their varied cultural and demographic
characteristics, their current academic needs, and college-level and/or
workforce expectations.
Discussion and Supporting Evidence:
Score:
III.E.5. The DCP works with academic departments to assure that the content, scope,
and learning outcomes of the DCP curriculum are aligned with subsequent
courses in the college curriculum.
Discussion and Supporting Evidence:
Score:
III.E.6. The DCP incorporates the principles of Universal Design in the planning and
delivery of its courses, services, labs, and programs.
Discussion and Supporting Evidence:
Score:
III.E.7. The DCP operates its curriculum in accordance with institutional academic
standards and policies.
Discussion and Supporting Evidence:
Score:
B. STRUCTURE AND ORGANIZATION
III.E.8. The DCP is a clearly identified and prioritized unit within the academic
structure of the overall institution.
Discussion and Supporting Evidence:
Score:
III.E.9. The DCP is a clearly identified and prioritized unit within the structure of the
department or entity (academic affairs, student affairs, enrollment and
retention, etc.) within which it is organized.
Discussion and Supporting Evidence:
Score:
III.E.10. The DCP is a centralized or highly coordinated entity.
Discussion and Supporting Evidence:
Score:
III.E.11. The organizational relationship of the DCP to other academic departments is
clearly established and disseminated across the institution. This relationship
may include the preparatory or bridge nature of the DCP, a co-curricular
Developmental Coursework – 17
relationship (paired courses, learning communities), service to the community
(literacy outreach, bridge to high schools), and/or other relationships.
Discussion and Supporting Evidence:
Score:
III.E.12. The DCP and its courses are listed in the institution’s course catalog.
Discussion and Supporting Evidence:
Score:
III.E.13. The activities and assignments of any labs or workshops that support
instruction in a DCP course parallel the activities and assignments of that
course.
Discussion and Supporting Evidence:
Score:
C. THEORETICAL BASIS
III.E.14. The DCP curriculum incorporates the application of relevant discipline-
specific theories appropriate for its course content.
Discussion and Supporting Evidence:
Score:
III.E.15. The DCP curriculum incorporates the application of relevant learning theory,
metacognitive development, cognitive development, and critical thinking
appropriate for the population it serves.
Discussion and Supporting Evidence:
Score:
D. OPERATIONS AND LEARNING ENVIRONMENTS
Authors’ Note: The institution and the DCP must recognize that developmental students, if they
are to be successful, require learning environments specific to their needs— needs which
heretofore may not have been fully met. Therefore, we must advocate for class sizes and student-
to-instructor ratios that generate optimal learning environments. The following criteria reflect
these principles. On the recommendation of our reviewers, citations have also been included for
your use in the references section at the end of this Guide.
III.E.16. Developmental courses are offered at a variety of times (such as daytime and
evening) to meet the needs of students.
Discussion and Supporting Evidence:
Score:
III.E.17. Individual developmental class, sizes do not exceed 15 students in single-
instructor developmental writing (NCTE11
1987; 1989; 1999; 2003) or reading
11
NCTE: National Council of Teachers of English
Developmental Coursework – 18
classes, and 20 in single-instructor developmental mathematics classes. [Note:
Because of the importance of limiting class sizes, this criterion is repeated in
Human Resources VII.E.17.]
Discussion and Supporting Evidence:
Score:
III.E.18. The DCP utilizes trained tutors to support student success in developmental
courses.
Discussion and Supporting Evidence:
Score:
III.E.19. Faculty and support personnel of the DCP collaborate with other student
support offices and services on campus to enhance student success. Such
offices may include the learning assistance center, the counseling center, the
office for students with disabilities, the career office, advising center, registrar,
and others.
Discussion and Supporting Evidence:
Score:
RECOMMENDED PRACTICES:
Practices that will enhance the program. The best programs will include these items as well as
the Essential Practices. However, some of these Recommended Practices may be more
appropriate for some specific DCPs than for others.
A. SCOPE AND PURPOSE
III.R.1. The DCP curriculum serves the needs of the community (literacy, job re-
training, community outreach, technological training, educational enrichment).
Discussion and Supporting Evidence:
Score:
III.R.2. DCPs at multiple-campus institutions use consistent criteria, policies, and
procedures across campuses.
Discussion and Supporting Evidence:
Score:
III.R.3. The DCP promotes institutional assessment of students’ changing
demographics, values, attitudes, and needs, and supports institutional change
based on these assessments.
Discussion and Supporting Evidence:
Score:
III.R.4. The DCP works closely with appropriate offices and resources to promote
Universal Design for all students throughout the institution.
Discussion and Supporting Evidence:
Score:
Developmental Coursework – 19
B. STRUCTURE AND ORGANIZATION
III.R.5. As appropriate, DCP courses are paired, linked, or connected in a learning
community structure.
Discussion and Supporting Evidence:
Score:
III.R.6. The DCP maintains consistent standards and expectations throughout its
various learning environments (e.g., accelerated programs, online, weekend,
and/or evening programs).
Discussion and Supporting Evidence:
Score:
C. THEORETICAL BASIS
III.R.7. The DCP curriculum, and/or the overall DCP itself, incorporates practices that
are based on relevant theoretical foundations promoting student development.
Student development topics may include areas such as communication,
leadership, collaboration, independence, social responsibility, spiritual
awareness, and self-actualization; appreciating diversity, and/or clarifying
personal and educational goals. [Note: Not every student development topic
may be relevant to a particular program.]
Discussion and Supporting Evidence:
Score:
D. OPERATIONS AND LEARNING ENVIRONMENTS
Authors’ Note: The institution and the DCP must recognize that developmental students, if they
are to be successful, require learning environments specific to their needs— needs which
heretofore may not have been fully met. Therefore, we must advocate for class sizes and student-
to-instructor ratios that generate optimal learning environments. The following criteria reflect
these principles. On the recommendation of our reviewers, citations have also been included for
your use in the references section at the end of this Guide.
III.R.8. The DCP curriculum provides support for the total college curriculum by
teaching learning and content strategies that can be transferred to other
coursework (in addition to aligning with the subsequent disciplinary course(s)).
Discussion and Supporting Evidence:
Score:
III.R.9. Teaching loads (class hours) are adjusted to recognize that teaching
developmental courses requires specialized skills, including but not limited to
increased use of multiple teaching strategies (AMATYC,12
2007), increased
12
AMATYC: American Mathematical Association of Two-Year Colleges
Developmental Coursework – 20
preparation time, and an increased number of graded activities. [Note: Based
on our endorsement of the NCTE position on faculty load noted above, we
hereby recommend that teachers of developmental reading and writing courses
have a total teaching load of no more than 45 students per semester and
teachers of developmental mathematics and science courses have a total
teaching load of no more than 60 students per semester.]
Discussion and Supporting Evidence:
Score:
III.R.10. The DCP collaborates with professionals or paraprofessionals from
organizations such as local volunteer centers or departments of teacher
education to provide in-class support. The DCP is involved in the training and
supervision of any such assistants.
Discussion and Supporting Evidence:
Score:
Developmental Coursework – 21
DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE Section Scoring Summary
Part III: Program Design and Activities
Directions: Record and summarize the results for the Program Design and Activities section
below. Use the results of this summary along with insights gleaned during the self-evaluation
process to determine which areas of this section will be given priority in goal setting and
planning.
A. Possible Points: Check the option that describes the scope of the self-study to determine the
points possible for this section.
Option 1: Used Essential Practices ONLY
95 points possible, if all Essential items apply. If all Essential items do not apply, deduct 5
for each designated “NA.”
. . . OR . . .
Option 2: Used BOTH Essential AND Recommended Practices
145 points possible, if all Essential and Recommended items apply. If all Essential and
Recommended items do not apply, deduct 5 for each designated “NA” or “UK.” (Supply possible points as specified by Option 1 or Option 2. Do not total possible points for Options 1 and 2.)
B. Total Points (Sum of ratings for this section):
C. Percentage Score for Section ([B / A] x 100): %
D. Areas of Strength:
E. Areas Needing Improvement:
F. Rationale for Criteria Designated “NA” or “UK”:
G. Proposed Actions to Address Areas Needing Improvement: Construct a list of actions
that could be taken, if funding and support were ample, to effectively address those areas
needing improvement identified by the self-study. It is from the lists of Proposed Actions at
the end of each Section Scoring Summary that feasible actions will be selected for the self-
study’s Comprehensive Action Plan.
Proposed Action
(Step)
How Proposed Action is Intended to Improve
Services to Students and/or Student Success
Developmental Coursework – 22
PART IV: Content and Delivery of Courses and Services
The criterion statements in this section are the essential and recommended elements which
indicate the degree to which the program follows best practices in its content and delivery of
courses and services in order to maximize the program’s effect on student learning, student
success, and student development.
Outline:
Essential Practices
A. Assessment and Placement
B. Curriculum/Syllabus Design and Learning Objectives
1. Curriculum/Syllabus Design
2. Learning Objectives
C. Instructional Materials and Activities
Recommended Practices
A. Assessment and Placement
B. Curriculum/Syllabus Design and Learning Objectives
1. Curriculum/Syllabus Design
2. Learning Objectives
C. Instructional Materials and Activities
Section Scoring Summary
ESSENTIAL PRACTICES:
Practices that are necessary for a quality program.
A. ASSESSMENT AND PLACEMENT
IV.E.1. The institution has established criteria, policies, and procedures for admitting,
enrolling, assessing, advising, placing, and registering students into DCP
courses and services.
Discussion and Supporting Evidence:
Score:
IV.E.2. There is a mandatory, institution-wide assessment and placement process
through which all students needing services are placed in DCP courses and
services.
Discussion and Supporting Evidence:
Score:
IV.E.3. Assessment and placement decisions take into account the demographics,
assessed needs, and developmental needs of the students as well as the
expectations of the college-level disciplines.
Discussion and Supporting Evidence:
Score:
Developmental Coursework – 23
IV.E.4. Assessment and placement processes include multiple measures of students’
skill abilities, consideration of previous academic records, and an academic
advising/counseling component.
Discussion and Supporting Evidence:
Score:
IV.E.5. The DCP works with advisors to establish, implement, and enforce policies and
practices for placement into DCP courses and services.
Discussion and Supporting Evidence:
Score:
IV.E.6. Assessment and placement policies and procedures for developmental courses
are clearly communicated to students before testing takes place.
Discussion and Supporting Evidence:
Score:
IV.E.7. Results of assessment and placement and the implications for developmental
coursework are clearly communicated to students and their advisors.
Discussion and Supporting Evidence:
Score:
IV.E.8. Criteria, policies, and procedures for assessment and placement are regularly
reviewed and DCP personnel13
have significant input into these reviews and
resulting refinements and decisions.
Discussion and Supporting Evidence:
Score:
IV.E.9. Changes to assessment and placement policies and procedures are based on
ongoing evaluations of incoming student demographics and developmental as
well as non-developmental student outcomes.
Discussion and Supporting Evidence:
Score:
B. CURRICULUM/SYLLABUS DESIGN AND LEARNING OBJECTIVES
1. Curriculum/Syllabus Design
IV.E.10. Goals, student learning objectives, materials, activities, and assessment tools
for each DCP course are appropriate for the target student population(s) and
are carefully sequenced so that students progress along a skill continuum.
Discussion and Supporting Evidence:
13
DCP personnel: Any and all DCP employees who interact with and/or support students and/or
office management. This category includes the director, faculty and/or instructional staff,
administrative and support staff, graduate or undergraduate assistants, and student workers.
Developmental Coursework – 24
Score:
IV.E.11. Each DCP course provides a syllabus which outlines the overall goals of the
course, provides an accurate and current course description, lists course
objectives, and describes learning expectations, grading/evaluation criteria, and
exit standards.
Discussion and Supporting Evidence:
Score:
IV.E.12. Each DCP course syllabus includes statements on academic integrity, students’
access to accommodations, holidays, and instructor contact information and
office hours.
Discussion and Supporting Evidence:
Score:
IV.E.13. Syllabi among all sections of the same DCP course or service are consistent
and share common standards and expectations for content and curriculum,
course objectives, learning expectations, and exit criteria.
Discussion and Supporting Evidence:
Score:
IV.E.14. DCP course objectives and content are consistent with established discipline-
specific learning theories and developmental education theory.
Discussion and Supporting Evidence:
Score:
2. Learning Objectives
IV.E.15. DCP course syllabi delineate measurable student learning objectives which
indicate the specific skills and content knowledge students will develop in that
particular course.
Discussion and Supporting Evidence:
Score:
IV.E.16. DCP course learning objectives articulate an expectation that students will
develop critical thinking and metacognitive strategies.
Discussion and Supporting Evidence:
Score:
IV.E.17. Learning objectives for each DCP course are appropriate for the course level
and are intentionally and sequentially related to the course(s) immediately
preceding and following.
Discussion and Supporting Evidence:
Score:
IV.E.18. Learning objectives for DCP courses promote mastery learning.
Developmental Coursework – 25
Discussion and Supporting Evidence:
Score:
IV.E.19. Learning objectives of the uppermost DCP course(s) are intentionally and
sequentially related to the expectations of the subsequent, college-level related
course(s).
Discussion and Supporting Evidence:
Score:
IV.E.20. Learning objectives are purposefully designed to include all levels of Bloom’s
Taxonomy of Educational Objectives.
Discussion and Supporting Evidence:
Score:
C. INSTRUCTIONAL MATERIALS AND ACTIVITIES
IV.E.21. Instructional materials and activities in each DCP course clearly link to and
support students’ mastery of the course’s learning objectives.
Discussion and Supporting Evidence:
Score:
IV.E.22. Instructional materials and activities of learning environments14
in the DCP
address the skills and content needed to prepare students for the subsequent
developmental or college-level course(s).
Discussion and Supporting Evidence:
Score:
IV.E.23. Instructional materials and activities introduce students to educational
technology that prepares them for subsequent courses and the general college
curriculum.
Discussion and Supporting Evidence:
Score:
IV.E.24. Instructional materials and activities are designed to promote active,
participatory learning.
Discussion and Supporting Evidence:
Score:
IV.E.25. Instructional materials and activities purposefully allow students to appreciate
their own and others’ identities, cultures, and heritages.
Discussion and Supporting Evidence:
Score:
14
Learning environment: In addition to traditional classroom settings, learning environments
include workshops, labs, and so on.
Developmental Coursework – 26
IV.E.26. Instructional materials and activities are chosen to accommodate students’
individual learning differences and incorporate the principles of Universal
Design.
Discussion and Supporting Evidence:
Score:
IV.E.27. Instructional materials and activities address the critical thinking and
metacognitive strategies students need in order to monitor the depth and
breadth of their own learning or skill development.
Discussion and Supporting Evidence:
Score:
RECOMMENDED PRACTICES:
Practices that will enhance the program. The best programs will include these items as well as
the Essential Practices. However, some of these Recommended Practices may be more
appropriate for some specific DCPs than for others.
A. ASSESSMENT AND PLACEMENT
IV.R.1. Both norm-referenced15
and criterion-referenced16
placement tests are used to
assess and place students.
Discussion and Supporting Evidence:
Score:
B. CURRICULUM/SYLLABUS DESIGN AND LEARNING OBJECTIVES
1. Curriculum/Syllabus Design
IV.R.2. The DCP intentionally creates goals, student learning objectives, course
activities, and chooses materials to support students in developing the thinking
strategies or patterns specific to the particular discipline.
Discussion and Supporting Evidence:
Score:
IV.R.3. Goals, student learning objectives, course activities, and materials assist
students in developing confidence, independence, collaborative learning
behaviors, and self-efficacy.
Discussion and Supporting Evidence:
15
Norm-referenced tests: Tests where the average (mean) score is based on the scores of all
students who took the exam at that point, or at a point determined on the past test scores of a set
of persons. Norm-referenced tests give a snapshot of how well a student scores relative to all
other students in the population. 16
Criterion-referenced tests: Tests that indicate how well a student scores relative to a fixed set of
standards or expected abilities. Criterion-referenced tests give a snapshot of how well a student
scores relative to the expectations of a curriculum, a course, or the institution.
Developmental Coursework – 27
Score:
IV.R.4. Goals, student learning objectives, course activities, and materials assist
students in understanding appropriate classroom behaviors and attitudes,
including academic integrity, civility, and ethical and responsible use of
technology, that will lead to academic success in subsequent college-level
courses and in the general college curriculum.
Discussion and Supporting Evidence:
Score:
IV.R.5. DCP syllabi include due dates for major exams, projects, and other graded
activities; a list of readings and class activities; and directions/expectations for
activities and projects.
Discussion and Supporting Evidence:
Score:
2. Learning Objectives
IV.R.6. DCP course syllabi articulate expectations that students will grow or develop in
one or more non-cognitive domains such as leadership, social responsibility,
and appreciating diversity.
Discussion and Supporting Evidence:
Score:
C. INSTRUCTIONAL MATERIALS AND ACTIVITIES
IV.R.7. Instructional materials and activities in DCP courses provide support for the
total college curriculum by teaching study strategies that can be transferred to
other coursework.
Discussion and Supporting Evidence:
Score:
Developmental Coursework – 28
DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE Section Scoring Summary
Part IV: Content and Delivery of Courses and Services
Directions: Record and summarize the results for the Content and Delivery of Courses and
Services section below. Use the results of this summary along with insights gleaned during the
self-evaluation process to determine which areas of this section will be given priority in goal
setting and planning.
A. Possible Points: Check the option that describes the scope of the self-study to determine the
points possible for this section.
Option 1: Used Essential Practices ONLY
135 points possible, if all Essential items apply. If all Essential items do not apply, deduct 5
for each designated “NA.”
. . . OR . . .
Option 2: Used BOTH Essential AND Recommended Practices
170 points possible, if all Essential and Recommended items apply. If all Essential and
Recommended items do not apply, deduct 5 for each designated “NA” or “UK.” (Supply possible points as specified by Option 1 or Option 2. Do not total possible points for Options 1 and 2.)
B. Total Points (Sum of ratings for this section):
C. Percentage Score for Section ([B / A] x 100): %
D. Areas of Strength:
E. Areas Needing Improvement:
F. Rationale for Criteria Designated “NA” or “UK”:
G. Proposed Actions to Address Areas Needing Improvement: Construct a list of actions
that could be taken, if funding and support were ample, to effectively address those areas
needing improvement identified by the self-study. It is from the lists of Proposed Actions at
the end of each Section Scoring Summary that feasible actions will be selected for the self-
study’s Comprehensive Action Plan.
Proposed Action
(Step)
How Proposed Action is Intended to Improve
Services to Students and/or Student Success
Developmental Coursework – 29
PART V: Organization and Management
The criterion statements in this section are the essential and recommended elements that indicate
the degree to which the program follows best practices in focusing its organization and
management to maximize the effect the program has on student development, student success,
and student learning.
Outline:
Essential Practices
Recommended Practices
Section Scoring Summary
ESSENTIAL PRACTICES:
Practices that are necessary for a quality program.
V.E.1. The DCP is purposefully organized and managed to promote student
development, student success, and student learning.
Discussion and Supporting Evidence:
Score:
V.E.2. The DCP and its courses/instructional activities are well-defined components
of the institution’s academic program.
Discussion and Supporting Evidence:
Score:
V.E.3. The DCP organizational chart shows positions and reporting relationships
within and beyond the DCP.
Discussion and Supporting Evidence:
Score:
V.E.4. Detailed position descriptions exist for all DCP personnel.
Discussion and Supporting Evidence:
Score:
V.E.5. The DCP has a written set of administrative policies, procedures, and
performance expectations which parallel institutional policies, procedures, and
performance expectations.
Discussion and Supporting Evidence:
Score:
V.E.6. The DCP has systematic communication in place to share essential program
information, coordinate delivery of courses and/or programs, address
challenges, review assessment data and generate evaluations, make decisions
and action plans, and envision the future via long- and short-range planning.
Discussion and Supporting Evidence:
Score:
Developmental Coursework – 30
V.E.7. Organizational policies and procedures are in place for orienting all new DCP
personnel.
Discussion and Supporting Evidence:
Score:
V.E.8. Part-time faculty/staff of developmental courses are responsible to and
supervised by a full-time administrator, faculty member, or staff member.
Discussion and Supporting Evidence:
Score:
RECOMMENDED PRACTICES:
Practices that will enhance the program. The best programs will include these items as well as
the Essential Practices. However, some of these Recommended Practices may be more
appropriate for some specific DCPs than for others.
V.R.1. There is a regular and systematic review of administrative policies and
procedures within the DCP, and results of that report are shared with
appropriate stakeholders.
Discussion and Supporting Evidence:
Score:
V.R.2. Organizational policies and procedures are in place for mentoring new DCP
personnel.
Discussion and Supporting Evidence:
Score:
V.R.3. The DCP has an interdisciplinary and multifaceted advisory board that meets
regularly, serves as an advocate for the DCP, and provides information and
guidance.
Discussion and Supporting Evidence:
Score:
V.R.4. The DCP advisory board includes members from the home institution as well
as experts from other DCP or learning assistance programs.
Discussion and Supporting Evidence:
Score:
Developmental Coursework – 31
DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE Section Scoring Summary
Part V: Organization and Management
Directions: Record and summarize the results for the Organization and Management section
below. Use the results of this summary along with insights gleaned during the self-evaluation
process to determine which areas of this section will be given priority in goal setting and
planning.
A. Possible Points: Check the option that describes the scope of the self-study to determine the
points possible for this section.
Option 1: Used Essential Practices ONLY
40 points possible, if all Essential items apply. If all Essential items do not apply, deduct 5
for each designated “NA.”
. . . OR . . .
Option 2: Used BOTH Essential AND Recommended Practices
60 points possible, if all Essential and Recommended items apply. If all Essential and
Recommended items do not apply, deduct 5 for each designated “NA” or “UK.” (Supply possible points as specified by Option 1 or Option 2. Do not total possible points for Options 1 and 2.)
B. Total Points (Sum of ratings for this section):
C. Percentage Score for Section ([B / A] x 100): %
D. Areas of Strength:
E. Areas Needing Improvement:
F. Rationale for Criteria Designated “NA” or “UK”:
G. Proposed Actions to Address Areas Needing Improvement: Construct a list of actions
that could be taken, if funding and support were ample, to effectively address those areas
needing improvement identified by the self-study. It is from the lists of Proposed Actions at
the end of each Section Scoring Summary that feasible actions will be selected for the self-
study’s Comprehensive Action Plan.
Proposed Action
(Step)
How Proposed Action is Intended to Improve
Services to Students and/or Student Success
Developmental Coursework – 32
PART VI: Leadership and Administration
The criterion statements in this section are the essential and recommended elements that indicate
the degree to which the program’s administrators, faculty, instructional staff and other staff
follow best practices in leadership roles and administrative responsibilities in order to maximize
the program’s effect on student development, student success, and student learning.
Outline:
Essential Practices
A. Leadership and Administration
1. Director
2. Director, Faculty, and Support Personnel
B. Faculty Roles and Responsibilities
Note: In order to complete Part B, ‘Faculty Roles and Responsibilities,’ please complete
‘Instructor Roles and Responsibilities’ in the “Teaching and Learning Guide.”
Recommended Practices
A. Leadership and Administration
1. Director
2. Director, Faculty, and Support Personnel
B. Faculty Roles and Responsibilities
Note: In order to complete Part B, ‘Faculty Roles and Responsibilities,’ please complete
‘Instructor Roles and Responsibilities’ in the “Teaching and Learning Guide.”
Section Scoring Summary
ESSENTIAL PRACTICES:
Practices that are necessary for a quality program.
A. LEADERSHIP AND ADMINISTRATION
1. Director
VI.E.1. The DCP is administered by a full-time professional or faculty member. This
person will have appropriate academic credentials, specific experience in
developmental education and/or learning assistance, and leadership ability.
Academic credentials will parallel those of directors, deans, chairs, vice
presidents, and/or faculty with similar departmental responsibilities at the
institution.
Discussion and Supporting Evidence:
Score:
VI.E.2. The Director of the DCP17
is empowered by the institution to make program
17
Director of the DCP: The director is the individual who has direct responsibility for and
oversight of the DCP program. This professional or faculty member may be a coordinator, chair,
Developmental Coursework – 33
decisions which affect the DCP mission and goals, student assessment and
placement, and the courses and instructional activities of the DCP.
Discussion and Supporting Evidence:
Score:
VI.E.3. The Director of the DCP has responsibility for all faculty and support
personnel of the DCP.
Discussion and Supporting Evidence:
Score:
VI.E.4. The Director of the DCP has input into institutional decisions that affect
student assessment and placement, retention, and student success measures.
Discussion and Supporting Evidence:
Score:
VI.E.5. The Director of the DCP is included in the faculty promotion and review
processes and decisions for DCP faculty.
Discussion and Supporting Evidence:
Score:
VI.E.6. The Director of the DCP has direct responsibility for performance reviews and
input into salary adjustments for support personnel.
Discussion and Supporting Evidence:
Score:
2. Director, Faculty, and Support Personnel
VI.E.7. In conjunction with DCP faculty and instructional staff, the Director develops
and articulates the vision, mission, and goals for the programs and services of
the DCP.
Discussion and Supporting Evidence:
Score:
VI.E.8. The Director, faculty and instructional staff of the DCP, including part-time
and adjunct instructional staff, remain current in their knowledge of
appropriate pedagogy, practice, and theories in their respective content fields,
and of advances and best practices in the field of developmental
education/learning assistance.
Discussion and Supporting Evidence:
Score:
VI.E.9. The Director and full-time faculty of the DCP serve as practitioner-scholars
and experts in developmental education/learning assistance for the institution.
They create opportunities for communication and collaboration with faculty,
dean, vice president, or individual holding similar rank.
Developmental Coursework – 34
support personnel, and administrators outside of the DCP.
Discussion and Supporting Evidence:
Score:
VI.E.10. The Director and full-time faculty of the DCP, as practitioner-scholars and
experts, provide guidance and mentoring for part-time, adjunct, and new
faculty and instructional staff in the DCP.
Discussion and Supporting Evidence:
Score:
VI.E.11. A written set of procedures for creating and revising developmental courses
exists.
Discussion and Supporting Evidence:
Score:
VI.E.12. All DCP faculty and instructional staff participate in discussions and decisions
concerning the curriculum of current and proposed courses or services.
Discussion and Supporting Evidence:
Score:
VI.E.13. The director, faculty, and instructional staff participate in activities that
positively promote the DCP’s courses and services. At a minimum, these
activities include connections with the offices of admissions, testing and
placement, advising, disability or special services; the tutoring center; related
curricular areas; publicity/publications; and institutional research.
Discussion and Supporting Evidence:
Score:
VI.E.14. The director and discipline area coordinators18
work with advisors and the
registrar (or appropriate persons involved in the registration system) to ensure
accurate and effective placement of students into appropriate courses.
Discussion and Supporting Evidence:
Score:
VI.E.15. DCP faculty and support personnel serve on and/or chair key committees in the
institution.
Discussion and Supporting Evidence:
Score:
VI.E.16. The DCP participates fully as a unit during accreditation and other
administrative reviews.
Discussion and Supporting Evidence:
18
Discipline area coordinator: The person in charge of an instructional area such as
developmental reading or developmental mathematics. This person would be directly
responsible to the Director of the DCP.
Developmental Coursework – 35
Score:
B. FACULTY ROLES AND RESPONSIBILITIES Note: The essential criteria for Part B, ‘Faculty Roles and Responsibilities,’ are Criteria III.E.1 – III.E.22 in the
‘Instructor Roles and Responsibilities’ section of the “Teaching and Learning Guide.” However, include points
earned for ‘Instructor Roles and Responsibilities’ in the “Total Points” portion of the section scoring summary for
this section (Leadership and Administration) of this (DCP) Guide.
RECOMMENDED PRACTICES:
Practices that will enhance the program. The best programs will include these items as well as
the Essential Practices. However, some of these Recommended Practices may be more
appropriate for some specific DCPs than for others.
A. LEADERSHIP AND ADMINISTRATION
1. Director
VI.R.1. The DCP has a reporting relationship that allows for its Director to have direct
access to the administrators of both academic and student affairs.
Discussion and Supporting Evidence:
Score:
2. Director, Faculty, and Support Personnel
VI.R.2. Full-time faculty and instructional staff collaborate to create and maintain
common syllabi for developmental courses at each discipline level, relate the
developmental curricula to subsequent course curricula and to the curricular
needs of other academic departments, and plan and manage other DCP
curricular issues.
Discussion and Supporting Evidence:
Score:
VI.R.3. The Director, faculty, and support personnel of the DCP participate in outreach
activities on campus and at local, regional, state, or national level(s) in
accordance with the institutional mission.
Discussion and Supporting Evidence:
Score:
VI.R.4. The Director, faculty, and instructional staff of the DCP participate in and
contribute to local, state, regional, and/or national learning
assistance/developmental education professional organizations and
conferences.
Discussion and Supporting Evidence:
Score:
VI.R.5. The Director, faculty, and instructional staff of the DCP participate in and
Developmental Coursework – 36
contribute to local, state, regional, and/or national professional organizations
and conferences in their content areas.
Discussion and Supporting Evidence:
Score:
B. FACULTY ROLES AND RESPONSIBILITIES
NOTE: The Recommended criteria for Part B, ‘Faculty Roles and Responsibilities,’ are Criteria III.R.1 – III.R.31 in
the ‘Instructor Roles and Responsibilities’ section of the “Teaching and Learning Guide.” However, include points
earned for ‘Instructor Roles and Responsibilities’ in the “Total Points” portion of the section scoring summary for
this section (Leadership and Administration) of this (DCP) Guide.
Developmental Coursework – 37
DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE Section Scoring Summary
Part VI: Leadership and Administration
Directions: Record and summarize the results for the Leadership and Administration section
below. Use the results of this summary along with insights gleaned during the self-evaluation
process to determine which areas of this section will be given priority in goal setting and
planning.
A. Possible Points: Check the option that describes the scope of the self-study to determine the
points possible for this section.
Option 1: Used Essential Practices ONLY
190 points possible, if all Essential items apply. If all Essential items do not apply, deduct 5
for each designated “NA.”
. . . OR . . .
Option 2: Used BOTH Essential AND Recommended Practices
380 points possible, if all Essential and Recommended items apply. If all Essential and
Recommended items do not apply, deduct 5 for each designated “NA” or “UK.” (Supply possible points as specified by Option 1 or Option 2. Do not total possible points for Options 1 and 2.)
B. Total Points (Sum of ratings for this section; also include points earned
for the completion of the ‘Instructor Roles and Responsibilities’ section
of the Teaching and Learning Guide.):
C. Percentage Score for Section ([B / A] x 100): %
D. Areas of Strength:
E. Areas Needing Improvement:
F. Rationale for Criteria Designated “NA” or “UK”:
G. Proposed Actions to Address Areas Needing Improvement: Construct a list of actions
that could be taken, if funding and support were ample, to effectively address those areas
needing improvement identified by the self-study. It is from the lists of Proposed Actions at
the end of each Section Scoring Summary that feasible actions will be selected for the self-
study’s Comprehensive Action Plan.
Proposed Action
(Step)
How Proposed Action is Intended to Improve
Services to Students and/or Student Success
Developmental Coursework – 38
PART VII: Human Resources
The criterion statements in this section are the essential and recommended elements that indicate
the degree to which the program follows best practices in deploying and supporting its human
resources in order to maximize the program’s effect on student development, student success,
and student learning.
Outline:
Essential Practices
A. Initial Hiring Policies and Procedures
B. Continuing Employment: Promotional Policies and Procedures
C. Working Conditions
D. Orientation, Supervision and Training
E. Mentoring and Professional Development Opportunities
Recommended Practices
A. Initial Hiring Policies and Procedures
B. Continuing Employment: Promotional Policies and Procedures
C. Working Conditions
D. Orientation, Supervision and Training
E. Mentoring and Professional Development Opportunities
Section Scoring Summary
ESSENTIAL PRACTICES:
Practices that are necessary for a quality program.
A. INITIAL HIRING POLICIES AND PROCEDURES
VII.E.1. All DCP full-time faculty are qualified to teach developmental courses and/or
provide services by virtue of graduate credentials and/or a combination of
education, training, and experience relevant to developmental education and
learning assistance.
Discussion and Supporting Evidence:
Score:
VII.E.2. Instructional staff, including part-time instructors and any graduate teaching
assistants, have academic degrees and preparation appropriate to their DCP
teaching or supportive assignments.
Discussion and Supporting Evidence:
Score:
VII.E.3. Tutors who work with developmental students have appropriate qualifications
and engage in training activities.
Discussion and Supporting Evidence:
Score:
Developmental Coursework – 39
VII.E.4. All DCP administrators and support personnel are qualified to perform their
assigned duties by virtue of educational credentials and/or an appropriate
combination of education, training, and experience relevant to developmental
education and learning assistance.
Discussion and Supporting Evidence:
Score:
VII.E.5. The DCP Director, coordinators, administrators, faculty, and instructional staff
hold degrees and have experience and qualifications equivalent to professionals
in similar positions or at the same classification at the institution.
Discussion and Supporting Evidence:
Score:
VII.E.6. Faculty and instructional staff are knowledgeable in their discipline and its
pedagogy.
Discussion and Supporting Evidence:
Score:
VII.E.7. All faculty and DCP personnel who hold joint appointments in the DCP and in
another department or division are committed to the philosophy, objectives,
and priorities of the DCP and are qualified to teach in their assigned discipline.
Discussion and Supporting Evidence:
Score:
VII.E.8. The DCP follows institutional policies and procedures for hiring personnel and
determining salary and compensation packages.
Discussion and Supporting Evidence:
Score:
VII.E.9. The DCP salaries and compensation packages, including those for part-time or
adjunct faculty and support personnel, are commensurate with those of
personnel in similar positions at the institution.
Discussion and Supporting Evidence:
Score:
VII.E.10. The DCP uses fair, inclusive, and non-discriminatory practices in hiring and
promoting employees.
Discussion and Supporting Evidence:
Score:
B. CONTINUING EMPLOYMENT: PROMOTIONAL POLICIES AND
PROCEDURES
VII.E.11. Faculty and instructional staff remain current in both content-relevant and
pedagogical theories and practices in their discipline, as well as in
Developmental Coursework – 40
developmental education.
Discussion and Supporting Evidence:
Score:
VII.E.12. The DCP uses regularized, written, and systematic institutional policies and
procedures to evaluate DCP personnel, including the Director, faculty and
instructional staff, support personnel, graduate assistants, tutors, and student
workers.
Discussion and Supporting Evidence:
Score:
VII.E.13. DCP faculty and instructional staff are evaluated each semester by their
students.
Discussion and Supporting Evidence:
Score:
VII.E.14. All personnel—faculty, support personnel, administrators— of the DCP are
treated equitably with other institutional personnel in terms of performance
reviews, regular and meritorious salary increases, and promotion, rank, and
tenure processes.
Discussion and Supporting Evidence:
Score:
C. WORKING CONDITIONS
Authors’ Note: The institution and the DCP must recognize that developmental students, if they
are to be successful, require learning environments specific to their needs—needs which
heretofore may not have been fully met. Therefore, we must advocate for class sizes and student-
to-instructor ratios that generate optimal learning environments. The following criteria reflect
these principles. On the recommendation of our reviewers, citations have also been included for
your use. Please refer to the references provided at the end of this Guide.
VII.E.15. The institution provides a sufficient number of qualified faculty and support
personnel to administer the program, staff all sections of developmental
courses, and (if appropriate) work or assist in the learning assistance center.
[Note: We endorse the position statements issued by NCTE, the National
Council of Teachers of English, (1987; 1989; 1999; 2003) that have
consistently called for a maximum load of 15 students per developmental
writing section, and a maximum faculty load of 45 developmental writing
students (60 for non-developmental) per term.]
Discussion and Supporting Evidence:
Score:
VII.E.16. Full time faculty in the DCP teach at least 70% of the developmental class
sections (or credits) offered. (See Boylan & Saxon, 1998).
Discussion and Supporting Evidence:
Developmental Coursework – 41
Score:
VII.E.17. Individual developmental class sizes do not exceed 15 students in single-
instructor developmental writing (See NCTE, 1987, 1989, 1999) or reading
classes, and 20 in single-instructor developmental mathematics classes. [Note:
Because of the importance of limiting class sizes, this criterion has been
repeated from Program Design and Activities III.E.17.]
Discussion and Supporting Evidence:
Score:
VII.E.18. The DCP has regular and adequate access to the institutional research office (or
the equivalent evaluation/assessment personnel).
Discussion and Supporting Evidence:
Score:
D. ORIENTATION, SUPERVISION, AND TRAINING
VII.E.19. All new full-time DCP employees participate in an orientation program and/or
are provided with training sessions relevant to their legal and professional
responsibilities. Such responsibilities are also provided in written form and/or
are available on the institution’s website.
Discussion and Supporting Evidence:
Score:
VII.E.20. All new DCP employees receive information and/or training on safety
regulations and procedures.
Discussion and Supporting Evidence:
Score:
E. MENTORING AND PROFESSIONAL DEVELOPMENT OPPORTUNITIES
VII.E.21. The institution recognizes and supports research, publications, professional
service, and honors in the area of developmental education and learning
assistance.
Discussion and Supporting Evidence:
Score:
VII.E.22. Faculty and instructional staff meet regularly to share teaching ideas,
curriculum issues, and innovations. Agendas and minutes are distributed and/or
are posted electronically.
Discussion and Supporting Evidence:
Score:
VII.E.23. Part-time faculty have opportunities to network with others in the department
or program, both face-to-face and electronically.
Discussion and Supporting Evidence:
Developmental Coursework – 42
Score:
VII.E.24. The DCP Director and full- and part-time faculty and instructional staff have
opportunities and financial support for professional development (including
professional conferences). At a minimum, this support is equal to the support
provided to faculty and instructional staff at the institution as a whole.
Discussion and Supporting Evidence:
Score:
RECOMMENDED PRACTICES:
Practices that will enhance the program. The best programs will include these items as well as
the Essential Practices. However, some of these Recommended Practices may be more
appropriate for some specific DCPs than for others.
A. INITIAL HIRING POLICIES AND PROCEDURES
VII.R.1. DCP full-time faculty and instructional staff are committed to developmental
education, have had significant classroom experience, and practice a broad set
of teaching techniques to address developmental students’ learning needs. (See
Rouche and Rouche, 1999; Boylan, 2002).
Discussion and Supporting Evidence:
Score:
VII.R.2. New and part-time DCP instructors are committed to developmental education,
have had some classroom experience, and practice or are accruing a set of
specific teaching techniques to address developmental students’ learning needs.
(See Rouche and Rouche,1999; Boylan, 2002).
Discussion and Supporting Evidence:
Score:
B. CONTINUING EMPLOYMENT: PROMOTIONAL POLICIES AND
PROCEDURES
VII.R.3. Faculty and instructional staff stay current in theories and practices of
developmental education, student learning theory, adult learning theory, best
practices in assessment, Universal Design, technology, and professional
standards of practice in their area(s) of specialization.
Discussion and Supporting Evidence:
Score:
VII.R.4. Part-time faculty receive incremental financial compensation and pro-rated
benefits based on their educational background and experience.
Discussion and Supporting Evidence:
Score:
C. WORKING CONDITIONS
Developmental Coursework – 43
Authors’ Note: The institution and the DCP must recognize that developmental students, if they
are to be successful, require learning environments specific to their needs— needs which
heretofore may not have been fully met. Therefore, we must advocate for class sizes and student-
to-instructor ratios that generate optimal learning environments. The following criteria reflect
these principles. On the recommendation of our reviewers, citations have also been included for
your use. Please refer to the references provided at the end of this Guide.
VII.R.5. Teaching loads (class hours) are adjusted to recognize that the teaching of
developmental courses requires specialized skills, including but not limited to
use of multiple teaching strategies (AMATYC, 2007), increased preparation
time, and an increased number of graded activities. [Note: Based on our
endorsement of the NCTE position on faculty load noted previously, we
recommend that teachers of developmental reading and writing courses have a
total teaching load of no more than 45 students and teachers of developmental
mathematics and science courses have a total teaching load of no more than 60
students.]
Discussion and Supporting Evidence:
Score:
VII.R.6. Regular, assigned duties such as advising or committee assignments are
consistent with those of faculty and instructional staff in other areas of the
institution.
Discussion and Supporting Evidence:
Score:
VII.R.7. Procedures are in place to adjust teaching load when faculty or instructional
staff are assigned additional tasks (beyond “regular”) such as administrative
responsibilities, evaluation or research, or committee work.
Discussion and Supporting Evidence:
Score:
D. ORIENTATION, SUPERVISION, AND TRAINING,
VII.R.8. All part-time DCP employees are oriented and apprised of their legal and
professional responsibilities, either in a training session or in a meeting with
the director. Such responsibilities are also provided in written form and are
available on the institution’s website.
Discussion and Supporting Evidence:
Score:
E. MENTORING AND PROFESSIONAL DEVELOPMENT OPPORTUNITIES
VII.R.9. A mentoring program exists for all new DCP full- and part-time faculty,
instructional staff, and support personnel.
Discussion and Supporting Evidence:
Developmental Coursework – 44
Score:
VII.R.10. Training in institutional technology is provided when appropriate or requested.
Discussion and Supporting Evidence:
Score:
VII.R.11. As much as possible, in-house professional development is provided in both
face-to-face and electronic venues so that participation is available for part-
time instructional faculty and for faculty hired after the date of the activity.
Discussion and Supporting Evidence:
Score:
VII.R.12. The DCP maintains subscriptions or has access to journals in the field of
developmental education and learning assistance as well as journals in the
various disciplines connected to the DCP.
Discussion and Supporting Evidence:
Score:
VII.R.13. The DCP maintains a regularly updated library or has access to professional
books in the areas of developmental education and learning assistance as well
as professional books in the various disciplines connected to the DCP.
Discussion and Supporting Evidence:
Score:
Developmental Coursework – 45
DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE Section Scoring Summary
Part VII: Human Resources
Directions: Record and summarize the results for the Human Resources section below. Use the
results of this summary along with insights gleaned during the self-evaluation process to
determine which areas of this section will be given priority in goal setting and planning.
A. Possible Points: Check the option that describes the scope of the self-study to determine the
points possible for this section.
Option 1: Used Essential Practices ONLY
120 points possible, if all Essential items apply. If all Essential items do not apply, deduct 5
for each designated “NA.”
. . . OR . . .
Option 2: Used BOTH Essential AND Recommended Practices
185 points possible, if all Essential and Recommended items apply. If all Essential and
Recommended items do not apply, deduct 5 for each designated “NA” or “UK.” (Supply possible points as specified by Option 1 or Option 2. Do not total possible points for Options 1 and 2.)
B. Total Points (Sum of ratings for this section):
C. Percentage Score for Section ([B / A] x 100): %
D. Areas of Strength:
E. Areas Needing Improvement:
F. Rationale for Criteria Designated “NA” or “UK”:
G. Proposed Actions to Address Areas Needing Improvement: Construct a list of actions
that could be taken, if funding and support were ample, to effectively address those areas
needing improvement identified by the self-study. It is from the lists of Proposed Actions at
the end of each Section Scoring Summary that feasible actions will be selected for the self-
study’s Comprehensive Action Plan.
Proposed Action
(Step)
How Proposed Action is Intended to Improve
Services to Students and/or Student Success
Developmental Coursework – 46
PART VIII: Financial Resources
The criterion statements in this section are essential and recommended elements that indicate the
degree to which the program follows best practices in deploying its financial resources to support
its personnel and maximize program’s effect on student development, student success, and
student learning.
Outline:
Essential Practices
A. General
B. Resources Associated with Instructional Services
C. Resources Associated with Administrative Costs and Faculty/DCP Personnel Support
Recommended Practices
A. General
B. Resources Associated with Instructional Services
C. Resources Associated with Administrative Costs and Faculty/DCP Personnel Support
Section Scoring Summary
ESSENTIAL PRACTICES:
Practices that are necessary for a quality program.
A. GENERAL
VIII.E.1. The DCP has a specific budget or budget line(s) and the Director of the DCP is
responsible for that budget.
Discussion and Supporting Evidence:
Score:
VIII.E.2. The institution provides the fiscal resources necessary to accomplish the DCP’s
mission.
Discussion and Supporting Evidence:
Score:
VIII.E.3. Funds are allocated between administrative costs and direct instructional
services in a manner commensurate with other institutional departments and
programs.
Discussion and Supporting Evidence:
Score:
VIII.E.4. Funding and/or institutional fiscal resources are in place for the DCP to assess
and evaluate the effectiveness of program elements, to conduct research on the
conditions and elements that impact effectiveness, and to allow for planning
processes.
Discussion and Supporting Evidence:
Developmental Coursework – 47
Score:
VIII.E.5. Fiscal resources are available to provide for planning and visioning activities
and for funding innovative initiatives and pilot projects.
Discussion and Supporting Evidence:
Score:
B. RESOURCES ASSOCIATED WITH INSTRUCTIONAL SERVICES
VIII.E.6. Fiscal resources provide for reasonable DCP class sizes and class loads.
Discussion and Supporting Evidence:
Score:
VIII.E.7. Fiscal resources provide for reasonable numbers of full-time DCP faculty,
administrators, and support staff.
Discussion and Supporting Evidence:
Score:
VIII.E.8. Fiscal resources (program and/or institutional) provide for appropriate
assistance for students with disabilities, as mandated by ADA requirements.
Discussion and Supporting Evidence:
Score:
VIII.E.9. Regular funding provides for new and upgraded texts, materials, computers,
audio visual, and technological software and hardware to supplement and
enhance classroom and laboratory activities.
Discussion and Supporting Evidence:
Score:
VIII.E.10. Institutional and/or grant-supported funding is available for innovations and
initiatives in the DCP.
Discussion and Supporting Evidence:
Score:
C. RESOURCES ASSOCIATED WITH ADMINISTRATIVE COSTS AND
FACULTY/DCP PERSONNEL SUPPORT
VIII.E.11. Fiscal resources provide for effective and efficient administration of the
program.
Discussion and Supporting Evidence:
Score:
VIII.E.12. Direct budgetary lines provide for clerical support, instructional support
specialists, technology specialists, paraprofessionals, research/assessment
experts or services, and other personnel essential to the full operations of the
DCP.
Developmental Coursework – 48
Discussion and Supporting Evidence:
Score:
VIII.E.13. Funding for compensation for all DCP personnel (faculty, part-time and
adjunct faculty, instructional staff, administrators, professionals,
paraprofessionals, and all others) is sufficient and commensurate with
compensation for comparable institutional positions.
Discussion and Supporting Evidence:
Score:
VIII.E.14. Funding is sufficient for regular promotional and meritorious salary increases
for DCP personnel and such funding is commensurate with funding available
for other institutional faculty and personnel.
Discussion and Supporting Evidence:
Score:
VIII.E.15. Funding is available to provide orientation and training for all new full-time
and part-time DCP faculty and personnel.
Discussion and Supporting Evidence:
Score:
VIII.E.16. Funding provides for professional development for full-time and part-time
DCP faculty, administrators, and instructional staff and is commensurate with
funding provided for administrators, faculty and personnel in other institutional
areas.
Discussion and Supporting Evidence:
Score:
RECOMMENDED PRACTICES:
Practices that will enhance the program. The best programs will include these items as well as
the Essential Practices. However, some of these Recommended Practices may be more
appropriate for some specific DCPs than for others.
A. GENERAL
VIII.R.1. As a part of its budget and accounting procedures, the DCP includes measures
to demonstrate cost effectiveness associated with student retention and student
success.
Discussion and Supporting Evidence:
Score:
B. RESOURCES ASSOCIATED WITH INSTRUCTIONAL SERVICES
VIII.R.2. Funding or institutional resources provide enhanced support for developmental
students. Such support may include tutoring services, labs and/or workshops,
pairing of courses or curriculums, learning communities, or similar ways to
Developmental Coursework – 49
provide individual or group assistance.
Discussion and Supporting Evidence:
Score:
VIII.R.3. Additional funding or institutional resources are available for DCP personnel
to create and maintain innovative teaching methods especially suited to
developmental students, given the at-risk nature of these students.
Discussion and Supporting Evidence:
Score:
VIII.R.4. Additional funding or institutional resources are available for DCP personnel
to create and maintain innovative assessment methods to evaluate student
success and student learning outcomes.
Discussion and Supporting Evidence:
Score:
VIII.R.5. Direct budgetary lines provide for clerical support, instructional support
specialists, technology specialists, paraprofessionals, research/assessment
experts or services, and other personnel that will maximize the operations of the
DCP.
Discussion and Supporting Evidence:
Score:
C. RESOURCES ASSOCIATED WITH ADMINISTRATIVE COSTS AND
FACULTY/DCP PERSONNEL SUPPORT
VIII.R.6. Funding provides for mentoring and support for all part-time DCP faculty,
instructional staff, and personnel.
Discussion and Supporting Evidence:
Score:
VIII.R.7. The DCP has a direct budget line for memberships in appropriate professional
organizations, subscriptions to professional publications, on-campus speakers,
and/or books for a professional library.
Discussion and Supporting Evidence:
Score:
VIII.R.8. The DCP budget provides for release time for faculty, instructional staff, and
personnel to devote time and energy to pursuing grants, to participate in
sabbaticals, and to conduct research.
Discussion and Supporting Evidence:
Score:
VIII.R.9. Funding is available for DCP personnel to participate in and contribute to local,
state, regional, and/or national learning assistance/developmental education
professional organizations and conferences, as well as in their own content
Developmental Coursework – 50
areas and other fields represented in the DCP.
Discussion and Supporting Evidence:
Score:
Developmental Coursework – 51
DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE Section Scoring Summary
Part VIII: Financial Resources
Directions: Record and summarize the results for the Financial Resources section below. Use
the results of this summary along with insights gleaned during the self-evaluation process to
determine which areas of this section will be given priority in goal setting and planning.
A. Possible Points: Check the option that describes the scope of the self-study to determine the
points possible for this section.
Option 1: Used Essential Practices ONLY
80 points possible, if all Essential items apply. If all Essential items do not apply, deduct 5
for each designated “NA.”
. . . OR . . .
Option 2: Used BOTH Essential AND Recommended Practices
125 points possible, if all Essential and Recommended items apply. If all Essential and
Recommended items do not apply, deduct 5 for each designated “NA” or “UK.” (Supply possible points as specified by Option 1 or Option 2. Do not total possible points for Options 1 and 2.)
B. Total Points (Sum of ratings for this section):
C. Percentage Score for Section ([B / A] x 100): %
D. Areas of Strength:
E. Areas Needing Improvement:
F. Rationale for Criteria Designated “NA” or “UK”:
G. Proposed Actions to Address Areas Needing Improvement: Construct a list of actions
that could be taken, if funding and support were ample, to effectively address those areas
needing improvement identified by the self-study. It is from the lists of Proposed Actions at
the end of each Section Scoring Summary that feasible actions will be selected for the self-
study’s Comprehensive Action Plan.
Proposed Action
(Step)
How Proposed Action is Intended to Improve
Services to Students and/or Student Success
Developmental Coursework – 52
PART IX: Facilities and Equipment, Safety, and Technology*
*GUEST AUTHORS ON TECHNOLOGY: PAUL ELLIS, NORTHERN KENTUCKY UNIVERSITY, AND DAVID
OTTS, MIDDLE TENNESSEE STATE UNIVERSITY.
The criterion statements in this section are the essential and recommended elements that indicate
the degree to which the program follows best practices in focusing its facilities, equipment, and
technological resources to maximize the effects the program has on student development, student
success, and student learning.
Outline:
Essential Practices
A. Facilities and Equipment
B. Safety
C. Technology
Recommended Practices
A. Facilities and Equipment
B. Safety
C. Technology
Section Scoring Summary
ESSENTIAL PRACTICES:
Practices that are necessary for a quality program.
A. FACILITIES AND EQUIPMENT
IX.E.1. Classrooms, labs, and instructional areas provided for developmental courses
and program activities have adequate physical space and are appropriate for
instructional activities.
Discussion and Supporting Evidence:
Score:
IX.E.2. DCP facilities, including classrooms, labs, tutoring and counseling spaces, and
faculty and personnel offices, are accessible to the physically challenged and
comply with all relevant federal, state and local health and safety requirements.
Discussion and Supporting Evidence:
Score:
IX.E.3. Classrooms, labs, tutoring areas, offices, and other work spaces are well-
lighted, well-ventilated, and adequately heated and cooled.
Discussion and Supporting Evidence:
Score:
IX.E.4. Classrooms, labs, tutoring areas, and other work spaces are furnished with
Developmental Coursework – 53
good quality tables, desks, chairs, whiteboards or blackboards, computers and
other instructional technology.
Discussion and Supporting Evidence:
Score:
IX.E.5. Faculty, instructional staff, (and other personnel as appropriate) have private
office space for office hours, counseling, tutoring, interviewing, and testing.
Such spaces are acoustically designed to maintain privacy and confidentiality.
Discussion and Supporting Evidence:
Score:
B. SAFETY
IX.E.6. All instructional areas, office areas, and equipment are in compliance with
relevant fire, health, safety, and security codes.
Discussion and Supporting Evidence:
Score:
IX.E.7. All fire alarms and safety equipment, including any laboratory safety
equipment, meet local and institutional building codes, are in good working
order, and are maintained by qualified institutional staff.
Discussion and Supporting Evidence:
Score:
IX.E.8. All DCP personnel are informed of emergency procedures for building
evacuations.
Discussion and Supporting Evidence:
Score:
IX.E.9. All DCP personnel are informed of emergency procedures for crisis
management.
Discussion and Supporting Evidence:
Score:
IX.E.10. DCP personnel are cognizant of the health, counseling, and safety resources on
campus and make referrals when appropriate.
Discussion and Supporting Evidence:
Score:
C. TECHNOLOGY
IX.E.11. The DCP is provided access to and support for technological advances that
support instruction such as Blackboard, WebCT, podcasting, and others.
Discussion and Supporting Evidence:
Score:
Developmental Coursework – 54
IX.E.12. Technology (i.e., computers, software, and assistive and/or adaptive hardware
and software) is readily available to DCP students.
Discussion and Supporting Evidence:
Score:
IX.E.13. Technological equipment (hardware and software) provided in classrooms,
labs, and teaching spaces for DCP students is at least commensurate with
equipment provided in non-DCP instructional areas.
Discussion and Supporting Evidence:
Score:
IX.E.14. The DCP has regular and adequate access to technical support to meet its
administrative and instructional technology needs.
Discussion and Supporting Evidence:
Score:
RECOMMENDED PRACTICES:
Practices that will enhance the program. The best programs will include these items as well as
the Essential Practices. However, some of these Recommended Practices may be more
appropriate for some specific DCPs than for others.
A. FACILITIES AND EQUIPMENT
IX.R.1. Facilities are located centrally, in areas convenient to campus academic
activity.
Discussion and Supporting Evidence:
Score:
IX.R.2. The DCP has sufficient storage, work, and meeting spaces.
Discussion and Supporting Evidence:
Score:
IX.R.3. Ancillary facilities such as the library, computer center, printing and media
services are easily available and accessible to DCP personnel and students.
Discussion and Supporting Evidence:
Score:
IX.R.4. Facilities, furnishings, and equipment are evaluated and updated regularly and
renovated or replaced as needed.
Discussion and Supporting Evidence:
Score:
B. SAFETY
IX.R.5. DCP personnel know procedures to use when handling a potentially dangerous
or compromising situation.
Developmental Coursework – 55
Discussion and Supporting Evidence:
Score:
IX.R.6. DCP personnel keep written notes of communications (conversations,
meetings, and electronic) with students regarding their work, grades, advising,
recommendations, or other relevant topics. When warranted, DCP faculty and
instructional staff keep copies of students’ submitted work.
Discussion and Supporting Evidence:
Score:
C. TECHNOLOGY
IX.R.7. Offices and work areas for all DCP personnel have technological hardware and
software comparable to that provided for other institutional personnel.
Discussion and Supporting Evidence:
Score:
IX.R.8. Computers and technological hardware are updated regularly (at least every
two to three years).
Discussion and Supporting Evidence:
Score:
Developmental Coursework – 56
DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE Section Scoring Summary
Part IX: Facilities and Equipment, Safety, and Technology
Directions: Record and summarize the results for the Facilities and Equipment, Safety, and
Technology section below. Use the results of this summary along with insights gleaned during
the self-evaluation process to determine which areas of this section will be given priority in goal
setting and planning.
A. Possible Points: Check the option that describes the scope of the self-study to determine the
points possible for this section.
Option 1: Used Essential Practices ONLY
70 points possible, if all Essential items apply. If all Essential items do not apply, deduct 5
for each designated “NA.”
. . . OR . . .
Option 2: Used BOTH Essential AND Recommended Practices
110 points possible, if all Essential and Recommended items apply. If all Essential and
Recommended items do not apply, deduct 5 for each designated “NA” or “UK.” (Supply possible points as specified by Option 1 or Option 2. Do not total possible points for Options 1 and 2.)
B. Total Points (Sum of ratings for this section):
C. Percentage Score for Section ([B / A] x 100): %
D. Areas of Strength:
E. Areas Needing Improvement:
F. Rationale for Criteria Designated “NA” or “UK”:
G. Proposed Actions to Address Areas Needing Improvement: Construct a list of actions
that could be taken, if funding and support were ample, to effectively address those areas
needing improvement identified by the self-study. It is from the lists of Proposed Actions at
the end of each Section Scoring Summary that feasible actions will be selected for the self-
study’s Comprehensive Action Plan.
Proposed Action
(Step)
How Proposed Action is Intended to Improve
Services to Students and/or Student Success
Developmental Coursework – 57
PART X. Value System
The criterion statements in this section are the measurable essential and recommended elements
that indicate the degree to which the program follows best practices in its value system in order
to maximize the program’s effect on student development, student success, and student learning.
Outline:
Essential Practices
A. Legal Responsibilities
B. Ethical Responsibilities
C. Access, Equity, and Opportunity
D. Diversity, Multiculturalism, and Individual Differences
Recommended Practices
A. Legal Responsibilities
B. Ethical Responsibilities
C. Access, Equity, and Opportunity
D. Diversity, Multiculturalism, and Individual Differences
Section Scoring Summary
ESSENTIAL PRACTICES:
Practices that are necessary for a quality program.
A. LEGAL RESPONSIBILITIES
X.E.1. The institution provides written policy statements on legal responsibilities,
obligations, and professional limits, and these statements are included in
orientation/training meetings, in faculty and personnel handbooks, and in a
clearly identified place on the institution’s website. Such information includes
relevant civil and criminal laws which govern employees’ roles and functions
in the institution as well as policies and procedures adopted and currently in
use by the institution.
Discussion and Supporting Evidence:
Score:
X.E.2. The institution provides regular updates to DCP personnel for changes or
modifications in policies and procedures related to the legal responsibilities,
obligations, and limitations placed upon the institution by constitutional,
statutory and common law; external governmental agencies; and institutional
policies. Updates are provided through written communication and are
available in a clearly identified place on the institution’s website.
Discussion and Supporting Evidence:
Score:
X.E.3. Information provided by the institution and distributed to all DCP personnel
Developmental Coursework – 58
includes institutional policies and practices regarding sexual harassment,
discrimination, privacy and confidentiality for personnel and for students, the
Family Educational Rights and Privacy Act (FERPA), the Americans With
Disabilities Act (ADA), and Section 504 of the Rehabilitation Act.
Discussion and Supporting Evidence:
Score:
X.E.4. All DCP personnel follow their institution’s policies and procedures including
FERPA, ADA, and other state and federal regulations.
Discussion and Supporting Evidence:
Score:
X.E.5. All DCP personnel have access to legal advice as needed to implement
assigned responsibilities.
Discussion and Supporting Evidence:
Score:
B. ETHICAL RESPONSIBILITIES
X.E.6. The institution provides information packets and training for all new DCP
personnel with regarding expected ethical behaviors and responsibilities. This
information is also available in a clearly identified place on the institution’s
website and includes but is not limited to expectations regarding research on
human subjects, intellectual property, and conflicts of interest.
Discussion and Supporting Evidence:
Score:
X.E.7. When changes occur in policies and procedures related to expected ethical
behaviors and responsibilities, the institution provides updates for all DCP
personnel. Updates are provided through written communication and are
available in a clearly identified place on the institution’s website.
Discussion and Supporting Evidence:
Score:
X.E.8. DCP personnel manage all funds and requisitions for funds in accordance with
established institutional accounting procedures.
Discussion and Supporting Evidence:
Score:
X.E.9. DCP personnel comply with institutional policies and procedures regarding
ethical practices when conducting research on human subjects, avoiding
personal conflicts of interest or the appearance thereof, and avoiding
harassment that demeans persons or creates an intimidating, hostile, or
offensive classroom or campus environment.
Discussion and Supporting Evidence:
Score:
Developmental Coursework – 59
C. ACCESS, EQUITY, AND OPPORTUNITY
X.E.10. To provide a multicultural learning environment, the DCP intentionally
diversifies its faculty and personnel to be representative of the cultures and
characteristics of the DCP student population.
Discussion and Supporting Evidence:
Score:
X.E.11. The DCP incorporates Universal Design principles in its own operations, and
promotes them elsewhere.
Discussion and Supporting Evidence:
Score:
X.E.12. The DCP recognizes the value of each student and his or her individual
learning needs.
Discussion and Supporting Evidence:
Score:
X.E.13. DCP personnel are knowledgeable about and refer students to appropriate
campus and community resources for academic and personal needs beyond the
scope of the DCP and/or the expertise of its faculty, instructional staff, and
support staff.
Discussion and Supporting Evidence:
Score:
X.E.14. The DCP provides reasonable accommodations for eligible students in
compliance with ADA and Section 504 regulations.
Discussion and Supporting Evidence:
Score:
D. DIVERSITY, MULTICULTURALISM, AND INDIVIDUAL DIFFERENCES
X.E.15. DCP personnel promote a campus environment that recognizes, accepts, and
honors the commonalities and differences among people.
Discussion and Supporting Evidence:
Score:
X.E.16. The DCP considers the diverse characteristics and needs of all of its students
when designing and implementing courses, policies, and procedures.
Discussion and Supporting Evidence:
Score:
X.E.17. The DCP provides educational experiences that allow students to appreciate
their own and others’ identities, cultures, and heritages.
Discussion and Supporting Evidence:
Developmental Coursework – 60
Score:
X.E.18. The DCP provides support, assistance, and/or referral to appropriate resources
for students whose native language is not English.
Discussion and Supporting Evidence:
Score:
RECOMMENDED PRACTICES:
Practices that will enhance the program. The best programs will include these items as well as
the Essential Practices. However, some of these Recommended Practices may be more
appropriate for some DCPs than for others.
A. LEGAL RESPONSIBILITIES
X.R.1. The institution provides professional liability coverage for all DCP personnel.
Discussion and Supporting Evidence:
Score:
B. ETHICAL RESPONSIBILITIES
X.R.2. DCP personnel are familiar with and apply ethical standards and guidelines
stated or implied by their respective disciplines. Standards may include but are
not limited to NADE resolutions and position statements; guidelines and
position statements from NCTE (National Council of Teachers of English),
IRA (International Reading Association), MAA (Mathematical Association of
America), and AMATYC (American Mathematical Association of Two-Year
Colleges); the Statement of Ethical Principles and Standards from the
American College Personnel Association (ACPA); and the Statement of Shared
Ethical Principles for Student Services in Higher Education from the Council
for the Advancement of Standards in Higher Education (CAS).
Discussion and Supporting Evidence:
Score:
C. ACCESS, EQUITY, AND OPPORTUNITY
X.R.3. Throughout the DCP, every effort is made to follow not only the equal
opportunity laws, but also the spirit and intent of those laws.
Discussion and Supporting Evidence:
Score:
D. DIVERSITY, MULTICULTURALISM, AND INDIVIDUAL DIFFERENCES
X.R.4. The institution provides professional development opportunities for DCP
faculty and other personnel to learn more about their students’ various cultures
and heritages.
Discussion and Supporting Evidence:
Developmental Coursework – 62
DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE Section Scoring Summary
Part X: Value System
Directions: Record and summarize the results for the Value System section below. Use the
results of this summary along with insights gleaned during the self-evaluation process to
determine which areas of this section will be given priority in goal setting and planning.
A. Possible Points: Check the option that describes the scope of the self-study to determine the
points possible for this section.
Option 1: Used Essential Practices ONLY
90 points possible, if all Essential items apply. If all Essential items do not apply, deduct 5
for each designated “NA.”
. . . OR . . .
Option 2: Used BOTH Essential AND Recommended Practices
110 points possible, if all Essential and Recommended items apply. If all Essential and
Recommended items do not apply, deduct 5 for each designated “NA” or “UK.” (Supply possible points as specified by Option 1 or Option 2. Do not total possible points for Options 1 and 2.)
B. Total Points (Sum of ratings for this section):
C. Percentage Score for Section ([B / A] x 100): %
D. Areas of Strength:
E. Areas Needing Improvement:
F. Rationale for Criteria Designated “NA” or “UK”:
G. Proposed Actions to Address Areas Needing Improvement: Construct a list of actions
that could be taken, if funding and support were ample, to effectively address those areas
needing improvement identified by the self-study. It is from the lists of Proposed Actions at
the end of each Section Scoring Summary that feasible actions will be selected for the self-
study’s Comprehensive Action Plan.
Proposed Action
(Step)
How Proposed Action is Intended to Improve
Services to Students and/or Student Success
Developmental Coursework – 63
PART XI: Campus and Community Relationships
The criterion statements in this section are the essential and recommended elements that indicate
the degree to which the program follows best practices in its outreach to and maintenance of
relationships with the larger campus and the community.
Outline:
Essential Practices
Recommended Practices
Section Scoring Summary
ESSENTIAL PRACTICES:
Practices that are necessary for a quality program.
XI.E.1. The DCP establishes, maintains, and promotes effective working relationships
with campus individuals, programs, and agencies whose operations are relevant
to the DCP’s stated mission.
Discussion and Supporting Evidence:
Score:
XI.E.2. The DCP promotes projects and collaborates with departments or entities to
establish and maintain initiatives that hold promise for strengthening
developmental student success.
Discussion and Supporting Evidence:
Score:
XI.E.3. The DCP has direct representation on institutional committees relevant to the
mission and goals of the program. [Note: Appropriate possibilities are
committees on retention; orientation; basic skills; learning communities; first-
year seminars; probation review; disciplinary actions, including academic
integrity/honesty; academic standards and requirements; curriculum design;
assessment and placement; and faculty development.]
Discussion and Supporting Evidence:
Score:
XI.E.4. Academic advisors are fully informed and regularly updated about
developmental courses, their sequences, and criteria for placing students in
DCP courses.
Discussion and Supporting Evidence:
Score:
XI.E.5. Clear statements regarding required and recommended developmental courses
and instructional options are included in the catalog, on web-based or online
documents, and in other institutional publications.
Discussion and Supporting Evidence:
Score:
Developmental Coursework – 64
RECOMMENDED PRACTICES:
Practices that will enhance the program. The best programs will include these items as well as
the Essential Practices. However, some of these Recommended Practices may be more
appropriate for some specific DCPs than for others.
XI.R.1. Curricular collaboration and constructive relationships with other academic
units allow DCP students to move seamlessly to and from other programs.
Discussion and Supporting Evidence:
Score:
XI.R.2. The DCP and the institution establish, maintain, and promote effective
relations with relevant city, county, state, regional, federal, and other external
agencies.
Discussion and Supporting Evidence:
Score:
XI.R.3. The DCP is represented in relevant community and external agencies and uses
those connections to build bridges between the institution and the agencies.
Discussion and Supporting Evidence:
Score:
XI.R.4. The DCP and the institution collaborate with local community organizations
and businesses to establish partnerships, assess for needed educational services,
and provide such services as appropriate.
Discussion and Supporting Evidence:
Score:
XI.R.5. The DCP and the institution collaborate with feeder high schools and
institutions to clarify entry expectations, detect patterns and trends in skills of
students from various feeder high schools, promote seamless transition from
high school to college, and establish collaborative partnerships between high
school and institutional faculty groups.
Discussion and Supporting Evidence:
Score:
XI.R.6. To enhance the DCP curriculum, DCP faculty, instructional staff, or other
personnel form connections with upper level programs, graduate students, or
graduate programs, either within the college or at nearby universities, to serve
as learning resource specialists. The DCP also uses these connections to
strengthen and inform the DCP program and curriculum.
Discussion and Supporting Evidence:
Score:
Developmental Coursework – 65
DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE Section Scoring Summary
Part XI: Campus and Community Relations
Directions: Record and summarize the results for the Campus and Community Relations
section below. Use the results of this summary along with insights gleaned during the self-
evaluation process to determine which areas of this section will be given priority in goal setting
and planning.
A. Possible Points: Check the option that describes the scope of the self-study to determine the
points possible for this section.
Option 1: Used Essential Practices ONLY
25 points possible, if all Essential items apply. If all Essential items do not apply, deduct 5
for each designated “NA.”
. . . OR . . .
Option 2: Used BOTH Essential AND Recommended Practices
55 points possible, if all Essential and Recommended items apply. If all Essential and
Recommended items do not apply, deduct 5 for each designated “NA” or “UK.” (Supply possible points as specified by Option 1 or Option 2. Do not total possible points for Options 1 and 2.)
B. Total Points (Sum of ratings for this section):
C. Percentage Score for Section ([B / A] x 100): %
D. Areas of Strength:
E. Areas Needing Improvement:
F. Rationale for Criteria Designated “NA” or “UK”:
G. Proposed Actions to Address Areas Needing Improvement: Construct a list of actions
that could be taken, if funding and support were ample, to effectively address those areas
needing improvement identified by the self-study. It is from the lists of Proposed Actions at
the end of each Section Scoring Summary that feasible actions will be selected for the self-
study’s Comprehensive Action Plan.
Proposed Action
(Step)
How Proposed Action is Intended to Improve
Services to Students and/or Student Success
Developmental Coursework – 66
DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE
SELF-STUDY SCORING SUMMARY AND COMPREHENSIVE ACTION PLAN
Directions: Record and summarize the results of all sections of the Developmental Coursework
Program Guide below. Use the results of this summary along with insights gleaned throughout
the self-evaluation process to determine which areas of this Guide will be given priority in
formulating Action Plans.
Self-Study Section
Percentage
Score for
Section
Part I Mission and Goals %
Part II Assessment and Evaluation %
Part III Program Design and Activities %
Part IV Content and Delivery of Courses and Services %
Part V Organization and Management %
Part VI Leadership and Administration %
Part VII Human Resources %
Part VIII Financial Resources %
Part IX Facilities and Equipment, Safety, and Technology %
Part X Value System %
Part XI Campus and Community Relations %
A. Major Areas of Strength:
B. Major Areas Needing Improvement:
C. Comprehensive Action Plan: From the "Proposed Actions to Address Areas Needing
Improvement" (listed in "G" of each Section Scoring Summary), select those improvements
that offer the greatest impact, given the resources available. These become the Actions
Feasible that will ultimately drive the self-study's Comprehensive Action Plan, for which the
table below is provided as a possible framework.
Action Feasible
(Step)
How Action Feasible
is Intended to
Improve Services to
Students and/or
Student Success
Means of
Assessment /
Criteria for
Success
Target Date
Resources
Required
(Funding, Time,
Materials, Etc.)
Individual
Responsible
Developmental Coursework – 67
DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE
References Related to Working Conditions in Developmental Coursework
Programs
American Mathematical Association of Two-Year Colleges. (Revised 2007, February). AMATYC
Position statement on teacher qualifications for developmental mathematics. Retrieved
May 31, 2007, from www.amatyc.org/documents/Guidelines-Position/other-
statements.htm
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, Appalachian State University.
Boylan, H.R. & Saxon, D. P. (1998). An evaluation of developmental education in Texas
colleges and universities. Austin, TX: Texas Higher Education Coordinating Board.
National Council of Teachers of English, Conference on College Composition and
Communication. (2003). 2003 Resolutions: Resolution 5: On professional standards for
instruction. Retrieved May 31, 2007, from
www.ncte.org/cccc/gov/resolutions/123743.htm?source=gs
National Council of Teachers of English. (1987). Statement on class size and teacher workload:
College. Retrieved May 31, 2007, from www.ncte.org/about/over/positions/category-
class/107626?source=gs
National Council of Teachers of English. (1989). Statement of principles and standards for the
postsecondary teaching of writing. Urbana, IL: College Composition and
Communication/National Council for Teachers of English.
National Council of Teachers of English. (1999). Why class size matters: NCTE position on class
size and teacher workload, kindergarten to college. Retrieved May 31, 2007, from
www.ncte.org/aout/over/positions.category/class/107620.htm
Rouche, J.E. and Rouche, S. (1999). High stakes, high performance: Making remedial education
work. Washington, DC: American Association of Community Colleges Press.