Given time and geographical constraints, we use webinars to reach as many participants as possible. In both synchronous and asynchronous formats, we conduct webinars to share relevant research with an emphasis on applying research to practice. Each webinar promotes interactive engagement and allows for participants to learn from each other and gain new knowledge to help promote student success.. Here are some recent projects:
PROGRAM EVALUATION PODCASTS
Modules on program evaluation are available at the Blog and Podcasts link at top of the home page.
______________________________________________________________________________________________________ Free Webinar from Innovative Educators
"Our Perception vs Their Reality: Building a Model of Student Success Based on Student Voices"
The paper is a call to action to provide meaningful access and support for all students to increase graduation rates, develop an educated workforce, strengthen the economy, and compete globally.
This five session series addresses the five imperatives of the White Paper and encourages dialogue leading to specific action steps.
Each session addresses a separate imperative from the White Paper. Evidence to support the imperative is shared and discussion centers on creating action steps as well as challenges and barriers likely to impede progress.
TRPP Associates was one of several sponsors of the Midwest First-Year Conference in Elgin, Illinois on September 27, 2013. Casazza and Silverman presented a Conference Session entitled, "Growth Mindset: How to Foster Enthusiastic Learning and Encourage Students to Set Goals." Click here to see it.
PodCast: Society of Women Engineers In a podcast produced for the annual meeting of the Society of Women Engineers, Drs. Silverman and Casazza previewed elements of becoming a change leader. During their daylong session they explored theories related to emotional intelligence and an 8-stage change model for those in leadership positions. Read more.
Read Martha on Huffington Post Martha recently commented on this article: Fixing Developmental Education by Dr. James T. Minor Director of Higher Education Programs at the Southern Education Foundation
Martha's Comment: Dr. Minor makes some excellent points about developmental education in his posting. In this country, we are currently putting too much emphasis on simply increasing college completion rates without thinking about the learning environments that must be created to make this a worthwhile goal. Completion without significant learning is meaningless; and increasing access without support simply leads to higher dropout rates.
Developmental education has been around for decades and provides the scaffolding that many students need in order to complete the credential they seek for future employment. Developmental education should not be relegated to one type of institution nor should it be marginalized through uninformed policy decisions; it must be a comprehensive system of support that is integrated into the core of the institution and that offers alternative means of support based on the range of needs presented by increasingly diverse students.
The field of developmental education monitors itself through an evidence-based certification program which is administered by the National Association for Developmental Education (NADE). Programs are certified once they provide data that demonstrates their effectiveness. Instead of decrying that all developmental education programs need "fixing" we should be learning from this data and funding initiatives that do work. We should also ensure that these programs are integrated into the core of an institution rather than being marginalized and referred to as "treatments."
If we truly want to have the highest proportion of college graduates by 2020, per the President's mandate, developmental education must be funded and valued.
Remedial Education: Focus on Improvement, Not Elimination from the Blog of Noël Harmonand Leticia Bustillos Comment by Martha Casazza "As more and more students aspire to attain a college credential and the descriptor "nontraditional" is no longer meaningful, we must recognize that remedial, or developmental education, is a significant component of our educational system." Read more.