TRPP Associates annually awards $1000 to a deserving individual or team of individuals who are engaged in the practice of developmental education/learning assistance and want to explore how to integrate theory, research, and principles into their practice.
The core of the proposal must be related to the integration of theory, research, or principles into your practice.
The proposal must outline the steps to be followed to achieve your goal and how to measure its success.
You must be able to demonstrate some measure of success within one year.
You will commit to facilitating a webinar in collaboration with TRPP Associates at the end of your project to share your process and results with others in the field.
The application should not be more than three pages submitted electronically in a word document.
The Call for Proposals is made each November with a submission deadline of December 18.
The award recipient is announced by February 1.
Left to Right.... Shannon Frederick, Assistant Director, Supplemental Instruction Michal Zivan Coffey, Director, Campus Learning Center Jennifer Lee, Assistant Director, Tutoring Services
Virginia Commonwealth University, Campus Learning Center "The Transfer of Tutoring and SI Leadership Skills to Future Employment and Graduate School"
Former tutors and SI Leaders will be surveyed to establish a Campus Learning Cente (CLC) Alumni database. The results of the survey will be used to provide the CLC with concrete data to support the theory that many soft skills learned while working as a tutor or SI Leader are transferable skills post-graduation. This research has potential implications for learning support centers across the United States.
TRPP Associates and Innovative Educators are proud to present the webinar of the 2018 TRPP Associates Innovation Award. It is now available for free on the link below and on the Innovative Educators website.
Thank you to Michal Coffey and Jennifer Lee from Virginia Commonwealth University for this important project
Dr. Jill Lane Dean, Transfer Programs Kathy Haberer Lewis and Clark Community College Godfrey, Illinois
Moving Beyond Access and Affordability to Completion: Co-requisite Remediation
Lane and Haberer compared the success rates of students in the developmental sequence and passed a college-level course in one year to the success rates of students in the co-requisite remediation pilot. The results of her study are presented in this webinar.
Tina Mote Faculty Member, College Readiness Triton College River Grove, Illinois
Doctoral Student, Sam Houston University
Tina explains that the topic of veteran success in developmental mathematics and entry-level college mathematics is an extremely under-researched area. A foundational theory guiding this work has yet to be established. Her initial exploration will investigate a large community college system in Texas where veterans are exempted from taking a placement test. Her analysis will include veterans who have attended this community college over the last year. Their performance will be compared to non-veteran student performance. She will investigate the difference in grades, withdrawal rates and pre-course assessment scores between various math courses and prior developmental mathematics course completion for veterans and non-veterans.
2015 Dominic (Nic) J. Voge Associate Director, Undergraduate Learning Program The McGraw Center for Teaching and Learning Princeton University, Princeton, New Jersey
“Principedia: A revolutionary-community sourced ‘local-pedia’ about learning from instruction at Princeton University"
This project seeks to adapt and implement an innovative methodology of research and development called Improvement Research. The proposed question is “How can students learn to effectively and efficiently adapt to the variety and complexity of learning demands they encounter as they transition into and through Princeton University?”
“Principedia” is a first-of-its-kind, interactive, self-sustaining on-line ‘encyclopedia’ that collects, organizes and disseminates local knowledge about learning from instructions in the Princeton University community.
2014 Terrance Bradford Umpqua Community College Roseburg, Oregon “Open to Transition”
"Open to Transition"
In order to help students manage the transition to college, the Academic Support Division at Umpqua Community College utilized Nancy Schlossberg’s Transition Theory as a theme to guide their work. Specifically the Division implemented several college prep initiatives that used both free and paid adaptive learning software packages, MOOCs and Open Education Resources.
Preliminary data suggest that students who participate in the college prep initiatives persist, have higher GPAs and score higher on their college placement tests. This study will describe how transition theory is used as a model from which to motivate students to engage in non-credit, non-financial aid eligible activities that are often MOOC or software based to skill beyond developmental education.