2 Developmental Coursework

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: 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:
I.E.2.
B.
STUDENT LEARNING GOALS I.E.3. Students will develop skills and content knowledge in their DCP courses.1
DCP course(s): Courses, laboratories, or workshops; in short, any learning environment of the
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: Students will make use of metacognitive strategies in monitoring their own learning in the DCP course(s). Discussion and Supporting Evidence: Score: 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: Students will indicate satisfaction with the learning experiences and the learning environments created in their DCP course(s). Discussion and Supporting Evidence: Score: Students in DCP courses will demonstrate active involvement in their own learning. Discussion and Supporting Evidence: Score:
I.E.5.
I.E.6.
I.E.7.
I.E.8.
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: The mission and goals of the DCP and each subject area4 within the DCP align
I.E.10.
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 studentsany 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, Developmental Coursework 2
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: 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: Overall goals and objectives of the courses taught in the DCP support the institutions academic standards and are carefully sequenced to align with and support the goals of the total college curriculum. Discussion and Supporting Evidence: Score: 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: 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: 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: The DCP subject area course goals and objectives have been intentionally developed to address the assessed needs5 of the multiple populations served by
I.E.12.
I.E.13.
I.E.14.
I.E.15.
I.E.16.
I.E.17.
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. Developmental Coursework 3
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: 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:
I.E.19.
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: 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:
I.R.2.
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:
Developmental Coursework 4
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: Students will develop skills in technology for use in their subsequent courses, future lives, and careers. Discussion and Supporting Evidence: Score: Students will increase in confidence, independent and collaborative learning strategies, and self-efficacy in learning situations. Discussion and Supporting Evidence: Score:
I.R.5.
I.R.6.
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: 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:
I.R.8.

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 NA6 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. C. D. E. F.
Total Points (Sum of ratings for this section): Percentage Score for Section ([B / A] x 100): Areas of Strength: Areas Needing Improvement: 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 selfstudys Comprehensive Action Plan. Proposed Action How Proposed Action is Intended to Improve (Step) Services to Students and/or Student Success
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. Developmental Coursework 6
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: 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:
II.E.2.
II.E.3.
DCP students academic progress is monitored throughout their enrollment in the DCP and beyond. Discussion and Supporting Evidence: Score: 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: 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: Students are provided with frequent feedback on performance in terms of content knowledge and skill acquisition. Discussion and Supporting Evidence: Score: 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: 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: The DCP monitors and assesses students satisfaction with their learning experiences in DCP courses. Discussion and Supporting Evidence: Score: Student needs are regularly assessed and changes in those needs are reflected in the developmental course goals and objectives. Discussion and Supporting Evidence: Score:
II.E.4.
II.E.5.
II.E.6.
II.E.7.
II.E.8.
II.E.9.
II.E.10.
B.
PROGRAM OUTCOMES
II.E.11.
The DCP conducts regular, systematic assessment to evaluate program outcomes. Discussion and Supporting Evidence: Score: 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: 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: The DCP conducts regular, systematic reviews of its mission, goals, and objectives to assure continued support of the college curriculum and the institutions academic standards. Discussion and Supporting Evidence: Score: DCP faculty, instructional staff,8 and administrators and supervisors9 discuss and analyze program outcomes and make shared decisions. Discussion and Supporting Evidence: Score: 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: 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:
II.E.12.
II.E.13.
II.E.14.
II.E.15.
II.E.16.
II.E.17.
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. Developmental Coursework 9
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 DCPs 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: The DCP monitors and tracks the number and percent of all incoming students who place into developmental courses. Discussion and Supporting Evidence: Score: 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: The DCP monitors and tracks trends in the number of developmental courses and sections offered each term. Discussion and Supporting Evidence: Score: 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: The DCP and/or the institution monitors and evaluates trends and anomalies in
II.E.20.
II.E.21.
II.E.22.
II.E.23.
II.E.24.
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: 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:
II.E.26.
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: 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: The DCP evaluates students ability to transfer knowledge and skills to related courses. Discussion and Supporting Evidence: Score: Students competence in the use of technology is evaluated in their DCP courses. Discussion and Supporting Evidence: Score:
II.R.2.
II.R.3.
II.R.4.
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: The DCP evaluates students growth in self-efficacy within the DCP courses. Discussion and Supporting Evidence: Score: 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:
II.R.6.
II.R.7.
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: The DCP conducts institutional and/or other research to review and improve student outcomes/student success. Discussion and Supporting Evidence: Score: 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: 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: The DCP assesses the ways in which it creates a community that is inclusive, diverse, and multicultural. Discussion and Supporting Evidence: Score:
II.R.9.
II.R.10.
II.R.11.
II.R.12.
C.
DATA COLLECTION
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 DCPs 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: 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:
II.R.14.

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.
B. C. D. E. F.
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 programs 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: 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: The DCP curriculum10 supports student access, student development, and student learning.
III.E.2.
III.E.3.
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 15
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: 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: 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: The DCP operates its curriculum in accordance with institutional academic standards and policies. Discussion and Supporting Evidence: Score:
III.E.5.
III.E.6.
III.E.7.
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: 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: The DCP is a centralized or highly coordinated entity. Discussion and Supporting Evidence: Score: 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
III.E.9.
III.E.10.
III.E.11.
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 institutions course catalog. Discussion and Supporting Evidence: Score: 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:
III.E.13.
C.
THEORETICAL BASIS III.E.14. The DCP curriculum incorporates the application of relevant disciplinespecific theories appropriate for its course content. Discussion and Supporting Evidence: Score: 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:
III.E.15.
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 studentto-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: Individual developmental class, sizes do not exceed 15 students in singleinstructor developmental writing (NCTE11 1987; 1989; 1999; 2003) or reading
III.E.17.
11
NCTE: National Council of Teachers of English Developmental Coursework 17
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: 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:
III.E.19.
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 retraining, community outreach, technological training, educational enrichment). Discussion and Supporting Evidence: Score: DCPs at multiple-campus institutions use consistent criteria, policies, and procedures across campuses. Discussion and Supporting Evidence: Score: 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: The DCP works closely with appropriate offices and resources to promote Universal Design for all students throughout the institution. Discussion and Supporting Evidence: Score:
III.R.2.
III.R.3.
III.R.4.
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: 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:
III.R.6.
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 studentto-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: 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
III.R.9.
12
AMATYC: American Mathematical Association of Two-Year Colleges Developmental Coursework 19
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:

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.
B. C. D. E. F.
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 programs 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: 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: 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:
IV.E.2.
IV.E.3.
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: 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: Assessment and placement policies and procedures for developmental courses are clearly communicated to students before testing takes place. Discussion and Supporting Evidence: Score: Results of assessment and placement and the implications for developmental coursework are clearly communicated to students and their advisors. Discussion and Supporting Evidence: Score: 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: 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:
IV.E.5.
IV.E.6.
IV.E.7.
IV.E.8.
IV.E.9.
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 23
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: 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: 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: DCP course objectives and content are consistent with established disciplinespecific learning theories and developmental education theory. Discussion and Supporting Evidence: Score:
IV.E.12.
IV.E.13.
IV.E.14.
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: DCP course learning objectives articulate an expectation that students will develop critical thinking and metacognitive strategies. Discussion and Supporting Evidence: Score: 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: Learning objectives for DCP courses promote mastery learning.
IV.E.16.
IV.E.17.
IV.E.18.
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: Learning objectives are purposefully designed to include all levels of Blooms Taxonomy of Educational Objectives. Discussion and Supporting Evidence: Score:
IV.E.20.
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 courses learning objectives. Discussion and Supporting Evidence: Score: 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: 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: Instructional materials and activities are designed to promote active, participatory learning. Discussion and Supporting Evidence: Score: Instructional materials and activities purposefully allow students to appreciate their own and others identities, cultures, and heritages. Discussion and Supporting Evidence: Score:
IV.E.22.
IV.E.23.
IV.E.24.
IV.E.25.
14
Learning environment: In addition to traditional classroom settings, learning environments include workshops, labs, and so on. Developmental Coursework 25
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: 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:
IV.E.27.
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: Goals, student learning objectives, course activities, and materials assist students in developing confidence, independence, collaborative learning behaviors, and self-efficacy. Discussion and Supporting Evidence:
IV.R.3.
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 26
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: 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: Learning Objectives 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:
IV.R.5.
2. IV.R.6.
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:

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.
B. C. D. E. F.
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: The DCP and its courses/instructional activities are well-defined components of the institutions academic program. Discussion and Supporting Evidence: Score: The DCP organizational chart shows positions and reporting relationships within and beyond the DCP. Discussion and Supporting Evidence: Score: Detailed position descriptions exist for all DCP personnel. Discussion and Supporting Evidence: Score: 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: 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:
V.E.2.
V.E.3.
V.E.4.
V.E.5.
V.E.6.
V.E.7.
Organizational policies and procedures are in place for orienting all new DCP personnel. Discussion and Supporting Evidence: Score: 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:
V.E.8.
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: Organizational policies and procedures are in place for mentoring new DCP personnel. Discussion and Supporting Evidence: Score: 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: 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:
V.R.2.
V.R.3.
V.R.4.

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.
B. C. D. E. F.
PART VI: Leadership and Administration

The criterion statements in this section are the essential and recommended elements that indicate the degree to which the programs administrators, faculty, instructional staff and other staff follow best practices in leadership roles and administrative responsibilities in order to maximize the programs 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: The Director of the DCP17 is empowered by the institution to make program
VI.E.2.
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 32
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: 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: The Director of the DCP is included in the faculty promotion and review processes and decisions for DCP faculty. Discussion and Supporting Evidence: Score: The Director of the DCP has direct responsibility for performance reviews and input into salary adjustments for support personnel. Discussion and Supporting Evidence: Score:
VI.E.4.
VI.E.5.
VI.E.6.
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: 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: 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,
VI.E.8.
VI.E.9.
dean, vice president, or individual holding similar rank. Developmental Coursework 33
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: A written set of procedures for creating and revising developmental courses exists. Discussion and Supporting Evidence: Score: 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: The director, faculty, and instructional staff participate in activities that positively promote the DCPs 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.11.
VI.E.12.
VI.E.13.
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: The DCP participates fully as a unit during accreditation and other administrative reviews. Discussion and Supporting Evidence:
VI.E.16.
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 34
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: Director, Faculty, and Support Personnel 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: 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: 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: The Director, faculty, and instructional staff of the DCP participate in and
2. VI.R.2.
VI.R.3.
VI.R.4.
VI.R.5.
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 su mmary for this section (Leadership and Administration) of this (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.
B.
C. D. E. F.
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.): Percentage Score for Section ([B / A] x 100): Areas of Strength: Areas Needing Improvement: Rationale for Criteria Designated NA or UK:
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 programs 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: 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: Tutors who work with developmental students have appropriate qualifications and engage in training activities. Discussion and Supporting Evidence: Score:
VII.E.2.
VII.E.3.
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: 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: Faculty and instructional staff are knowledgeable in their discipline and its pedagogy. Discussion and Supporting Evidence: Score: 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: The DCP follows institutional policies and procedures for hiring personnel and determining salary and compensation packages. Discussion and Supporting Evidence: Score: 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.5.
VII.E.6.
VII.E.7.
VII.E.8.
VII.E.9.
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 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 personnelfaculty, 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 needsneeds which heretofore may not have been fully met. Therefore, we must advocate for class sizes and studentto-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:
Score: VII.E.17. Individual developmental class sizes do not exceed 15 students in singleinstructor 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 institutions 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:
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: 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:
VII.R.2.
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: Part-time faculty receive incremental financial compensation and pro-rated benefits based on their educational background and experience. Discussion and Supporting Evidence: Score:
VII.R.4.
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 studentto-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: 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: 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:
VII.R.6.
VII.R.7.
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 institutions 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:
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 parttime 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:

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.
B. C. D. E. F.
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 programs 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 DCPs 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:
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.
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
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
areas and other fields represented in the DCP. Discussion and Supporting Evidence: Score:

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.
B. C. D. E. F.
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: 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: Classrooms, labs, tutoring areas, offices, and other work spaces are welllighted, well-ventilated, and adequately heated and cooled. Discussion and Supporting Evidence: Score: Classrooms, labs, tutoring areas, and other work spaces are furnished with
IX.E.2.
IX.E.3.
IX.E.4.
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: 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: All DCP personnel are informed of emergency procedures for building evacuations. Discussion and Supporting Evidence: Score: All DCP personnel are informed of emergency procedures for crisis management. Discussion and Supporting Evidence: Score: DCP personnel are cognizant of the health, counseling, and safety resources on campus and make referrals when appropriate. Discussion and Supporting Evidence: Score:
IX.E.7.
IX.E.8.
IX.E.9.
IX.E.10.
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:
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: 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: The DCP has regular and adequate access to technical support to meet its administrative and instructional technology needs. Discussion and Supporting Evidence: Score:
IX.E.13.
IX.E.14.
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: The DCP has sufficient storage, work, and meeting spaces. Discussion and Supporting Evidence: Score: 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: Facilities, furnishings, and equipment are evaluated and updated regularly and renovated or replaced as needed. Discussion and Supporting Evidence: Score:
IX.R.2.
IX.R.3.
IX.R.4.
B.
SAFETY IX.R.5. DCP personnel know procedures to use when handling a potentially dangerous or compromising situation.
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: Computers and technological hardware are updated regularly (at least every two to three years). Discussion and Supporting Evidence: Score:
IX.R.8.

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.
B. C. D. E. F.
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 programs 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 institutions 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: 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 institutions website. Discussion and Supporting Evidence: Score: Information provided by the institution and distributed to all DCP personnel
X.E.2.
X.E.3.
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 institutions policies and procedures including FERPA, ADA, and other state and federal regulations. Discussion and Supporting Evidence: Score: All DCP personnel have access to legal advice as needed to implement assigned responsibilities. Discussion and Supporting Evidence: Score:
X.E.5.
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 institutions 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: 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 institutions website. Discussion and Supporting Evidence: Score: DCP personnel manage all funds and requisitions for funds in accordance with established institutional accounting procedures. Discussion and Supporting Evidence: Score: 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:
X.E.7.
X.E.8.
X.E.9.
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: The DCP incorporates Universal Design principles in its own operations, and promotes them elsewhere. Discussion and Supporting Evidence: Score: The DCP recognizes the value of each student and his or her individual learning needs. Discussion and Supporting Evidence: Score: 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: The DCP provides reasonable accommodations for eligible students in compliance with ADA and Section 504 regulations. Discussion and Supporting Evidence: Score:
X.E.11.
X.E.12.
X.E.13.
X.E.14.
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: 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: The DCP provides educational experiences that allow students to appreciate their own and others identities, cultures, and heritages. Discussion and Supporting Evidence:
X.E.16.
X.E.17.
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:
Score:

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.
B. C. D. E. F.
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 DCPs stated mission. Discussion and Supporting Evidence: Score: 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: 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; firstyear 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: 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: 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:
XI.E.2.
XI.E.3.
XI.E.4.
XI.E.5.
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: 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: 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: 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: 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: 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:
XI.R.2.
XI.R.3.
XI.R.4.
XI.R.5.
XI.R.6.

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 selfevaluation 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.
B. C. D. E. F.
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. Percentage Self-Study Section 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.
How Action Feasible is Intended to Action Feasible Improve Services to (Step) Students and/or Student Success Means of Assessment / Criteria for Success Target Date Resources Required (Funding, Time, Materials, Etc.) Individual Responsible
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/otherstatements.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/categoryclass/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.

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DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE

PART I: Mission and Goals

DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE

PART II: Assessment and Evaluation

DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE

PART III: Program Design and Activities

OPERATIONS AND LEARNING ENVIRONMENTS

NCTE: National Council of Teachers of English Developmental Coursework 17

OPERATIONS AND LEARNING ENVIRONMENTS

AMATYC: American Mathematical Association of Two-Year Colleges Developmental Coursework 19

DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE

PART IV: Content and Delivery of Courses and Services

DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE

PART V: Organization and Management

DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE

PART VI: Leadership and Administration

dean, vice president, or individual holding similar rank. Developmental Coursework 33

FACULTY ROLES AND RESPONSIBILITIES

DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE

PART VII: Human Resources

DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE

PART VIII: Financial Resources

DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE

PART IX: Facilities and Equipment, Safety, and Technology*

DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE

DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE

PART XI: Campus and Community Relationships

DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE

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