Podcasts about developmental education

In this episode, OCCRL senior research associate Stacy Bennett talks with Joe Saucedo and Lee Roe from the Partnership for College Completion in Chicago to discuss developmental education reform in Illinois.

Developmental education, also known as remedial education, refers to courses that some entering college students will have to take if they are deemed unprepared for college-level courses. However, studies have shown that developmental education can actually hinder students' progress in college. Additionally, students of color, adults, first-generation students, and those from low-income backgrounds are disproportionately placed in developmental education programs, so there's a lot of interest among policymakers, college practitioners, and researchers in reforming developmental education programs to address these challenges and support more equitable outcomes for students. As part of MDRC's 50th anniversary celebration, this episode of Evidence First features MDRC's longtime partner the Community College Research Center, or CCRC. In 2014, MDRC and CCRC launched the Center for the Analysis of Postsecondary Readiness, or CAPR, to research the effectiveness of developmental education reforms and to understand their implications for equity. In this episode, Leigh Parise talks with Nikki Edgecombe, a senior research scholar at CCRC who leads CAPR, and Michael Weiss, a senior fellow in postsecondary education at MDRC, about what has been learned about promoting equity in developmental education reform.

Joeita speaks to Hubert van Niekirk, Executive Director of Every Canadian Counts, about a campaign to create a National Disability Insurance Plan in Canada. HighlightsOpening Remarks (00:00)Introducing Hubert Van Kiekerk, Executive Director for Every Canadian Counts (01:25)The Proposed National Disability Insurance Plan (02:56)Potential Impact of Plan for Canadians with Disabilities (03:54)Relationship Between National Plan & Existing Provincial Programs (06:07)Cutting Back on Bureaucracy & Disability Admin (07:54)Benefits of NDIP for Families and Caregivers (09:40)Bringing the Australian Model to Canada (12:12)Supporting Canadian Youth with Disabilities (15:19)Cost & Viability of National Disability Insurance Plan (16:39)Governmental Cooperation (21:10)How to Get Involved with the NDIP (23:38)EveryCanadianCounts.com (26:11)Show Close (28:09)Guest BioHubert Van Niekerk, Interim Executive Director of Every Canadian CountsEducator and specialist teacher, community leader and volunteer.Hubert has a long history of working and volunteering in the disabled community. He has been involved with the Ontario Association for Developmental Education for 18 years serving as a member-at-large, president and past president. Hubert served as the president of the Council for Exceptional Children for London-Middlesex. He is on the L'Arche London board of directors. Before retirement, Hubert was a special education specialist teacher in a mostly self-contained classroom for 17 years. He taught students with a wide-range of intellectual and multiple disabilities. Hubert also engaged in a year-long teacher work exchange to Australia for the year of 2010.About Every Canadian Counts  Every Canadian Counts (ECC) is calling on Canadian governments to work together to develop a national funding program to ensure essential disability supports are available to all Canadians living with chronic, long-term disabilities. ECC includes individuals living with disabilities, caregivers, advocates and support organizations.With ongoing effort through Bill C-22 (An Act to reduce poverty and to support the financial security of persons with disabilities) and the Accessible Canada Act, now's the perfect time for the "next big thing" to support Canadians with disabilities, similar to what's already been accomplished in Australia through the National Disability Insurance Scheme (NDIS) - and we can't do it without you.Reference:Article - The Australian Advantage: Speaking with One Voice"For all the plaudits and superlatives that have been laid at the feet of the NDIS in Australia, a truly breathtaking social policy initiative, it is not primarily the disability insurance idea itself nor its subsequent implementation that sets Australia apart. Rather, it was the ability of the disability community and their supporters to speak with one voice to get it done.How was that possible?" About The PulseOn The Pulse, host Joeita Gupta brings us closer to issues impacting the disability community across Canada.Joeita Gupta has nurtured a life-long dream to work in radio! She's blind, moved to Toronto in 2004 and got her start in radio at CKLN, 88.1 FM in Toronto. A former co-host of AMI-audio's Live from Studio 5, Joeita also works full-time at a nonprofit in Toronto, specializing in housing/tenant rights. Find Joeita on X / Twitter: https://twitter.com/JoeitaGupta The Pulse airs weekly on AMI-audio. For more information, visit https://www.ami.ca/ThePulse/ About AMIAMI is a not-for-profit media company that entertains, informs and empowers Canadians who are blind or partially sighted. Operating three broadcast services, AMI-tv and AMI-audio in English and AMI-télé in French, AMI's vision is to establish and support a voice for Canadians with disabilities, representing their interests, concerns and values through inclusion, representation, accessible media, reflection, representation and portrayal. Learn more at AMI.caConnect on Twitter @AccessibleMediaOn Instagram @accessiblemediaincOn Facebook at @AccessibleMediaIncOn TikTok @accessiblemediaincEmail feedback@ami.ca

In this important episode, we delve into the complexities of living with disabilities in Adelaide, set against the backdrop of the city's ongoing efforts towards inclusivity. Our guests, including David Olney, Jorja Denton, and insights from Clair Crowley of the Strong & Capable Co-operative, share their lived experiences navigating well-intended urban interventions that sometimes present mixed outcomes for individuals with different disabilities. As Adelaide seeks public feedback on its new Disability Access and Inclusion Plan, this conversation aims to contribute unique perspectives to the dialogue, exploring the interplay of technology, community support, and the broader societal understanding of disability. There is no SA Drink Of The Week this week. And in the Musical Pilgrimage, we feature the the song "Fabulous" by Rachael Leahcar, written and produced exclusively for the No Strings Attached Theatre Of Disability. You can navigate episodes using chapter markers in your podcast app. Not a fan of one segment? You can click next to jump to the next chapter in the show. We're here to serve! The Adelaide Show Podcast: Awarded Silver for Best Interview Podcast in Australia at the 2021 Australian Podcast Awards and named as Finalist for Best News and Current Affairs Podcast in the 2018 Australian Podcast Awards. And please consider becoming part of our podcast by joining our Inner Circle. It's an email list. Join it and you might get an email on a Sunday or Monday seeking question ideas, guest ideas and requests for other bits of feedback about YOUR podcast, The Adelaide Show. Email us directly and we'll add you to the list: podcast@theadelaideshow.com.au If you enjoy the show, please leave us a 5-star review in iTunes or other podcast sites, or buy some great merch from our Red Bubble store - The Adelaide Show Shop. We'd greatly appreciate it. And please talk about us and share our episodes on social media, it really helps build our community. Oh, and here's our index of all episode in one concisepage Running Sheet: Navigating Adelaide with Disabilities Amid Well-Intentioned Interventions 00:00:00 Intro Introduction 00:00:00 SA Drink Of The Week No SA Drink Of The Week this week. 00:02:32 Jorja Denton, David Olney, Clair Crowley The City of Adelaide publicly states that it's committed to making the city a welcoming and inclusive place for all people to enjoy by working toward demonstrating best practice in access and inclusion planning. And yet, even in my small circle of friends living with disability, I know about certain interventions that are great for people with certain forms of disability while making matters worse for others. With the City seeking public feedback on its new Disability Access and Inclusion Plan by 5pm, April 2, 2024, I thought we'd get a few people around a microphone to share their lived experiences and maybe this episode might be an unusual contribution to that process? My guests today are my friend, fellow podcaster, and colleague at Talked About Marketing, David Olney, another friend made through the early years of The Adelaide Show Podcast, Jorja Denton, and General Manager of the Strong & Capable Co-operative & a social innovator, Clair Crowley. I should note that Clair could not be here with us in person, today, but she has contributed some thoughts. I should also note that one of the most important aspects of her organisation, is its Peer Mentoring Program, which invites people with particular expertise and passion to mentor someone living with a disability to learn more about and engage in that field of interest. But the key thing is that this program includes mentoring BY people living with disability, not just FOR them. This is an important step in maturity for our society, and if you'd like to learn more, there's a Peer Mentoring Launch Party on Thursday, April 4, from 4.30-8pm, at Hard Days Night ADL. Launch Party invitiation. You can find info about the Co-Op and its programs over at www.strongandcapable.com.au. David and Jorja, perhaps I should get a reflection from you both by the universal, two-way flow model that Clair is developing through that program? Jorja, can you give us a snapshot of your lived experience with a disability and perhaps a "day in the life" view of how you get on in the world? David, could you do the same - giving us a snapshot of your lived experience and what a "day in the life" looks like for you? Looking at The City of Adelaide's Draft Disability Access and Inclusion Plan, there seem to be five main initiatives that are worth discussing and that will give us some more inroads into your lives. They are: Infrastructure Improvements: The plan includes specific targets for enhancing the accessibility of the city's infrastructure, such as footpath ramps, audio-tactile push buttons at crossings, and accessible bus stops. Liveable Neighbourhoods: Efforts to create more inclusive communities include the development of sensory-friendly spaces, upgraded Changing Places facilities, and the implementation of accessible community grants programs. Now, on that, I had no idea what Changing Places were and I found this definition on the Council's website: Changing Places facilities are best-practice bathrooms for people living with disability and their support person. They offer more space, a hoist and other customised features, providing dignified and purpose-built toileting and showering facilities for people with disability when you are out and about. Events and Festivals: The plan aims to make Adelaide's vibrant events scene more accessible through an accessible events project, incorporating accessibility planning checklists for event organisers and partnerships to foster access and inclusion. Business Engagement: A Business Access and Inclusion Program is proposed to improve the accessibility of city businesses, including efforts to promote inclusive businesses and support upgrades through development of skills and knowledge in the sector. Inclusive Customer and Employee Experiences: This involves training for City of Adelaide employees in inclusive practices, improvement in the accessibility of Council meetings, and a commitment to co-design and consultation activities involving people with disabilities. I'd like to wander back through these, and we might start with the last two or three, about training and promoting Council, Business, and Event management and employees to foster better access and inclusion. And there's one hurdle here that I think needs naming, and that is TIME. I feel that I'm under pressure to work much faster than ever before and if there's one thing I've noticed when organisations like No Strings work with people with disabilities, especially in physical gatherings, we all have the calm the heck down and slow down. And I mean, really slow down. Is this a tangible threat to the success of these initiatives or a mirage created by our own self-centredness? CLAIR: The common theme for me through starting my own business where I supported tourism operators to become more inclusive and where I am now with the co-operative, is that lived experience is where the value is, and even though everyone experiences their disability in their own unique way, the insights and knowledge that people with lived experience with disability can share with others is absolutely priceless and trusted. In tourism in particular we have seen inclusion come in leaps and bounds with the services they provide and their willingness to find ways to welcome more people through their doors, this refers to adapting the physical environment AND the customer experience. Many small - med owner operated businesses have an advantage in this space because they are in the frontline interacting with customers and they know the operational aspect of their business inside out, this means that when they listen to their customers to be more inclusive and they (usually) have the ability to adapt quickly and with a warm welcome. One thing I think would be an amazing asset would be the accessibility planning checklists for event organisers. Anything to make it easier and not half-hearted, is a good thing. I remember talking about having Jorja over to watch a movie at our place but none of our doors are compliant. Surely that doesn't happen with buildings today but instead of throwing shade, actually shining a light seems like a good move. The liveable neighbourhoods section is where I turn to both of you because you both live within the City Of Adelaide. How liveable is it or is it not? Let's turn to infrastructure, such as footpath ramps, audio-tactile push buttons at crossings, and accessible bus stops. Can you please take me on a tour of the good, the bad, and the ugly? How has technology enhanced your autonomy in navigating the city, and can you give examples where it fills gaps left by urban infrastructure? Technology is one thing, but human touch and support is another. I would love you both to reflect on whether or not it is important that friends, families, and colleagues support you by going the extra mile to make inclusion possible, but I want to preface this discussion by another comment from Clair. CLAIR: For my family, sport provided a pathway into a new life, after my husband's accident, he was invited to play wheelchair basketball and this was absolutely instrumental in finding his way forward. Sport continues to play an incredibly important role for us, it means we are part of a community where we can connect with like minded people, contribute and participate, it keeps us fit and healthy and always striving forward. It also opened up doors we didn't even know existed, for example we got to live in Northern Italy for a Wheelchair Basketball season and la dolce vita! In Italy it was really evident that good customer service is what makes the biggest difference to how we feel we 'fit in'. The built environment had its challenges, but we were always met with an Italian that was ready to help as needed. Clair mentioned sport, how important is the visibility of paralympic athletes in changing perceptions about disability, and what more can be done to support and promote disability sports? And turning to the arts and popular culture, can you identify TV shows or movies that either positively represent disability or perpetuate stereotypes? How do these representations influence public perceptions? What are some closing thoughts for those of us who are "not considered to be living with disabilities", from the perspective of inclusion, and just being a decent human? 00:59:57 Musical Pilgrimage In the Musical Pilgrimage, we feature song by Rachael Leahcar, written and produced exclusively for No Strings Attached Theatre Of Disability. Rachael says it reflects the “esprit de corps” she experienced being in amongst the whole No Strings team for her final placement for her uni studies (Bachelor of Disability and Developmental Education). And I quote: “I looked up what esprit de corps means and I completely agree with this and all the other sentiments. This is a huge team effort and I'm in total awe of how everyone worked together so seamlessly, navigating obstacles and making snap decisions sometimes. Everyone has so much passion for the arts and I want to thank you all, as a performer with a disability myself, for giving the opportunity for people to be portrayed as ACTORS instead of characters with disability (nothing wrong with that as well, just a rare opportunity). The actors have often commented how great it is to be accepted and have their strengths recognised.” The song has been gifted to No Strings and if you'd like to support the company by buying a copy, please contact them at nostringsattached.org.au. As an aside, Rachael actually wrote and recorded the song in the week before the No Strings end of year showcase, AMPLIFY, which was also the week just before her wedding! I also note that while she wrote this specifically for the show, everyone embraced it as their own personal theme song.Support the show: https://theadelaideshow.com.au/listen-or-download-the-podcast/adelaide-in-crowd/See omnystudio.com/listener for privacy information.

Jan Clarke has been a finalist in many awards across the decades. Teacher of the Year, Telstra Business Woman of the Year, and Nominated for Australian of the Year, but her proudest moment was when she pitched the Door 2 Story and won Founder of the Year in the Launch Victoria pitch event. Jan describes herself as an ‘old lady with a startup' but in reality she has always been telling stories, advocating on behalf of others for their voice to be heard. A passionate advocate for people on the inside of an eating disorder ‘Insiders', and their families on the outside, struggling to understand how to reach their loved on and be effective in supporting their recovery. With a Master of Education, Jan is recognised Australia wide as an expert in Developmental Education with close to 40 years experience in the delivery of programs across multiple sectors.Her expertise in the field of Eating Disorders has led to opportunities to consult, coordinate and lead teams of multiple stakeholders to deliver humane, sustainable and positive outcomes for people with complex eating disorders and their families. After a lifetime working in the Eating Disorder and Education fields, raising 4 fabulous adults and 9 wonderful grandchildren, Jan retired to the farm to enjoy the view from her verandah. It was Audrey who pulled on her heartstrings and got her off that porch and out of retirement. In 2019, after 6 years of ‘evidence based' mainstream eating disorder treatment, the arrival of adulthood and the independence that comes with this, Audrey had relapsed and her family was in the fight of their life to save her. For the first time in her eating disorder treatment, Audrey was given the space for her voice to be heard. . Working together, Audrey, her family, Jan and her treatment team supported this amazing Insider until she gained the insight, skills, strength and capacity to lead her own recovery. In 2021, Jan pitched an idea that was novel and untested. A program to help families and carers understand the ‘Inside' experience of their loves ones with eating disorders. What was intended to be a 6 week pilot program of education, skills and support, hosted by Jan and guided through the ‘Insider' experience, delivered unexpected outcomes. A beautiful symbiotic relationship between Insiders and carers ‘Outsiders' emerged. One where both sides felt validated, understood and supported. A relationship based on genuine connection, trust, honesty and commitment to one another was the result. Door 2 has evolved from this original idea into a comprehensive program that is backed by research through practice informed evidence. Socials:Website: https://door2.com.au/Insta: Door 2 - Recovery from Eating Disorders @door2eatingdisordersPodcast: Inside Door 2 Enjoy the visual here on Youtube

In today's deep dive, we’ll learn more about why Illinois colleges have to reform “Developmental Education.”

What is wrong with wokeism? Mark Goldblatt explains. Links from the show:* I Feel, Therefore I Am: The Triumph of Woke Subjectivism* Chad O. Jackson on Inside the War Room* Connect with Mark* Subscribe to the newsletterAbout my guest:Mark Goldblatt is a novelist, columnist and book reviewer as well as a college professor at Fashion Institute of Technology of the State University of New York.His controversial first novel, Africa Speaks, a satire of black urban culture, was published in 2002 by The Permanent Press. His second novel, Sloth, a comedic take on postmodernism, was published in June 2010 by Greenpoint Press.Goldblatt is perhaps best known as a political commentator. He has written hundreds of opinion pieces for a combination of the New York Post, the New York Times, USA Today, the Daily News, Newsday, National Review Online and the American Spectator Online. He has been a guest on the Catherine Crier Show on Court TV and done dozens of radio interviews for stations across the country and in England. His integrity has been called into question by the Village Voice - which should count for something.Goldblatt's book reviews have appeared in The Common Review, Commentary, Reason Magazine, and the Webzine Ducts. His academic articles have appeared in Philosophy Now, Academic Questions, Sewanee Theological Review, English Renaissance Prose, Issues in Developmental Education 1999, the Encyclopedia of Tudor England and the Dictionary of Literary Biography. Get full access to Dispatches from the War Room at dispatchesfromthewarroom.substack.com/subscribe

CCA President Dr. Yolanda Watson Spiva is joined by Dr. Maxine Roberts, Executive Director of Strong Start to Finish, to speak about the great work that Strong Start to Finish has been doing in the advancement of equity through developmental education reform.

Have you ever looked at your community and wondered where the leaders are to fix the problems, you see and feel? Look in the mirror – you are that leader.  You just need to learn how to jump in; know what to say, how you say it and how to position yourself to being an influencer in your community.  Dr. Moody brings his gifts, education and experience to bare in this wide-ranging interview.  Step up to the call of community leaders in your life and listen in on this powerful podcast.   Dr. Charles A. Moody Jr. is one of America's most engaging speakers and consultants. He is a unique, out of the box, and strategic risk-taker. He possesses the ability to teach people how to critically look at their organizations and implement changes that increase their sustainability.  Fluent in working with diverse populations, Dr. Moody can introduce technical concepts with a simplicity that allows him to cross and eliminate racial, class and economic boundaries.  He has a compelling determination to empower organizations by any means necessary. He engages his listeners and takes them on an incredible journey through the use of creative illustrations and props. Audiences often find themselves in awe as they experience his exceptional style of teaching. His is unique in his ability to incorporate psychological and sociological concepts that are necessary for self-awareness; a quality that is needed to affect change in organizations.           Academically, Dr. Moody is well-versed. After earning a Bachelor of Arts in Psychology with a minor in Sociology from the University of Texas at Austin in 1991, he completed a Master of Arts in Developmental Education from Texas State University in 2001. In 2013, he earned his Doctorate of Strategic Leadership from Regent University. Dr. Moody's work background has been all-inclusive - from counseling and administration, curricula and training course design, to teaching pedagogy classes at seminars throughout the country. Moreover, he excels in the area of relationship seminars, both for married couples as well as singles.           Dr. Moody is not satisfied with being a mere onlooker at life's state of affairs but is relentless and sincere in his drive to improve the community in which he resides. There is an undeclared “state of emergency” in regards to the educational environment of minority children and youth in our community, and he has established the Alpha Preparatory Academy to address it. His goal is to create intellectual leaders of tomorrow while equipping them with the tools that are necessary to compete in the new global economy. An outburst of obesity-related diseases is ravaging our region's health to the point that 1 out of 3 minorities is either pre-diabetic or already diabetic in Williamson County alone. This epidemic is the reason why he created the Community of Coalition of Health, also known as C2H. His goal is for C2H to become a hub that works with local, regional and national health organizations to improve the quality of health services provided. After seeing a desperate need for affordable housing due to documented economic stratification in Williamson County, he started The Moody Housing Corporation. His goal is to address the rental and ownership needs of a displaced population. Dr. Moody utilizes his Doctoral training in Strategic Leadership and Futuring to look ahead into the distance and discuss the issues and concerns of tomorrow.Support the show (https://ileadacademy.net)

Developmental education courses are for college students who are not academically prepared to complete regular college-level work. A little more than 11,000 Kansas high school graduates enrolled in at least one developmental education course in 2020.  We surveyed high school and post-secondary teachers and staff to collect their opinions on how significant several factors are in a student's need to take a developmental education course. Nearly two-thirds of post-secondary survey respondents reported that the length of time a student has been out of high school is a significant factor in the need for developmental education courses. Additionally, about two-thirds of high school respondents reported that a lack of educational support at home and a lack of course mastery are significant factors in students not being prepared for college. Other stakeholders we talked with reported that a lack of appropriate coursework in high school is an important factor in the need for developmental courses. Last, survey respondents and stakeholders reported several strategies to reduce the need for developmental education courses including  requiring skills mastery in high school and providing additional educational supports. 

Students' success in mathematics at community colleges has been the subject of thorough quantitative research, which has reported poor overall results and described a range of explanations for them. Even as policies, course formats, and the composition of the student population have changed, success rates have remained dishearteningly low. The challenges confronted by community college students in developmental and higher-level math classes are historical, financial, social, and personal. Brian Cafarella's new book, which examines these challenges through the perspectives of the students themselves, is a welcome contribution to the topic. Breaking Barriers: Student Success in Community College Mathematics (CRC Press, 2021) is a qualitative study of the barriers faced, and the paths blazed through them, by more than 20 community college students who required developmental math at the starts of their programs and successfully completed college-level courses. From his interviews and exchanges with these students, Dr. Cafarella synthesizes several key themes, from the demoralizing impact of high school experiences to the urgent effects of family and work pressures, and indeed students' own attitudes, behaviors, and lifestyles. I was especially struck by the students' diverse responses to the diverse class modalities their colleges offered, and by the extent of personal support these institutions mustered to see the students through bleak periods. The book concludes with several core lessons distilled from the study, most of which came through in some form during our discussion but provide an excellent point of reference for decision-makers—including present and prospective students. I hope that teachers, administrators, and especially policymakers will also be able to put these lessons to good use, and that they will help drive a continuing effort to understand and chart pathways through the barriers students face. Suggested companion works: journal articles on community college mathematics by Zachary Beamer Julie Phelps Peter Barr Paul Nolting Brian Cafarella is a mathematics professor at Sinclair Community College in Dayton, Ohio. He has taught a variety of courses ranging from developmental math through pre-calculus, and he has published articles in several peer-reviewed journals on implementing best practices in developmental math and various math pathways for community college students. Brian is a past recipient of the Roueche Award for teaching excellence, the Ohio Magazine Award for excellence in education, and the Article of the Year Award from the Journal of Developmental Education. Cory Brunson is an Assistant Professor at the Laboratory for Systems Medicine at the University of Florida. His research focuses on geometric and topological approaches to the analysis of medical and healthcare data. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Students' success in mathematics at community colleges has been the subject of thorough quantitative research, which has reported poor overall results and described a range of explanations for them. Even as policies, course formats, and the composition of the student population have changed, success rates have remained dishearteningly low. The challenges confronted by community college students in developmental and higher-level math classes are historical, financial, social, and personal. Brian Cafarella's new book, which examines these challenges through the perspectives of the students themselves, is a welcome contribution to the topic. Breaking Barriers: Student Success in Community College Mathematics (CRC Press, 2021) is a qualitative study of the barriers faced, and the paths blazed through them, by more than 20 community college students who required developmental math at the starts of their programs and successfully completed college-level courses. From his interviews and exchanges with these students, Dr. Cafarella synthesizes several key themes, from the demoralizing impact of high school experiences to the urgent effects of family and work pressures, and indeed students' own attitudes, behaviors, and lifestyles. I was especially struck by the students' diverse responses to the diverse class modalities their colleges offered, and by the extent of personal support these institutions mustered to see the students through bleak periods. The book concludes with several core lessons distilled from the study, most of which came through in some form during our discussion but provide an excellent point of reference for decision-makers—including present and prospective students. I hope that teachers, administrators, and especially policymakers will also be able to put these lessons to good use, and that they will help drive a continuing effort to understand and chart pathways through the barriers students face. Suggested companion works: journal articles on community college mathematics by Zachary Beamer Julie Phelps Peter Barr Paul Nolting Brian Cafarella is a mathematics professor at Sinclair Community College in Dayton, Ohio. He has taught a variety of courses ranging from developmental math through pre-calculus, and he has published articles in several peer-reviewed journals on implementing best practices in developmental math and various math pathways for community college students. Brian is a past recipient of the Roueche Award for teaching excellence, the Ohio Magazine Award for excellence in education, and the Article of the Year Award from the Journal of Developmental Education. Cory Brunson is an Assistant Professor at the Laboratory for Systems Medicine at the University of Florida. His research focuses on geometric and topological approaches to the analysis of medical and healthcare data. Learn more about your ad choices. Visit megaphone.fm/adchoices

Students' success in mathematics at community colleges has been the subject of thorough quantitative research, which has reported poor overall results and described a range of explanations for them. Even as policies, course formats, and the composition of the student population have changed, success rates have remained dishearteningly low. The challenges confronted by community college students in developmental and higher-level math classes are historical, financial, social, and personal. Brian Cafarella's new book, which examines these challenges through the perspectives of the students themselves, is a welcome contribution to the topic. Breaking Barriers: Student Success in Community College Mathematics (CRC Press, 2021) is a qualitative study of the barriers faced, and the paths blazed through them, by more than 20 community college students who required developmental math at the starts of their programs and successfully completed college-level courses. From his interviews and exchanges with these students, Dr. Cafarella synthesizes several key themes, from the demoralizing impact of high school experiences to the urgent effects of family and work pressures, and indeed students' own attitudes, behaviors, and lifestyles. I was especially struck by the students' diverse responses to the diverse class modalities their colleges offered, and by the extent of personal support these institutions mustered to see the students through bleak periods. The book concludes with several core lessons distilled from the study, most of which came through in some form during our discussion but provide an excellent point of reference for decision-makers—including present and prospective students. I hope that teachers, administrators, and especially policymakers will also be able to put these lessons to good use, and that they will help drive a continuing effort to understand and chart pathways through the barriers students face. Suggested companion works: journal articles on community college mathematics by Zachary Beamer Julie Phelps Peter Barr Paul Nolting Brian Cafarella is a mathematics professor at Sinclair Community College in Dayton, Ohio. He has taught a variety of courses ranging from developmental math through pre-calculus, and he has published articles in several peer-reviewed journals on implementing best practices in developmental math and various math pathways for community college students. Brian is a past recipient of the Roueche Award for teaching excellence, the Ohio Magazine Award for excellence in education, and the Article of the Year Award from the Journal of Developmental Education. Cory Brunson is an Assistant Professor at the Laboratory for Systems Medicine at the University of Florida. His research focuses on geometric and topological approaches to the analysis of medical and healthcare data. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Students' success in mathematics at community colleges has been the subject of thorough quantitative research, which has reported poor overall results and described a range of explanations for them. Even as policies, course formats, and the composition of the student population have changed, success rates have remained dishearteningly low. The challenges confronted by community college students in developmental and higher-level math classes are historical, financial, social, and personal. Brian Cafarella's new book, which examines these challenges through the perspectives of the students themselves, is a welcome contribution to the topic. Breaking Barriers: Student Success in Community College Mathematics (CRC Press, 2021) is a qualitative study of the barriers faced, and the paths blazed through them, by more than 20 community college students who required developmental math at the starts of their programs and successfully completed college-level courses. From his interviews and exchanges with these students, Dr. Cafarella synthesizes several key themes, from the demoralizing impact of high school experiences to the urgent effects of family and work pressures, and indeed students' own attitudes, behaviors, and lifestyles. I was especially struck by the students' diverse responses to the diverse class modalities their colleges offered, and by the extent of personal support these institutions mustered to see the students through bleak periods. The book concludes with several core lessons distilled from the study, most of which came through in some form during our discussion but provide an excellent point of reference for decision-makers—including present and prospective students. I hope that teachers, administrators, and especially policymakers will also be able to put these lessons to good use, and that they will help drive a continuing effort to understand and chart pathways through the barriers students face. Suggested companion works: journal articles on community college mathematics by Zachary Beamer Julie Phelps Peter Barr Paul Nolting Brian Cafarella is a mathematics professor at Sinclair Community College in Dayton, Ohio. He has taught a variety of courses ranging from developmental math through pre-calculus, and he has published articles in several peer-reviewed journals on implementing best practices in developmental math and various math pathways for community college students. Brian is a past recipient of the Roueche Award for teaching excellence, the Ohio Magazine Award for excellence in education, and the Article of the Year Award from the Journal of Developmental Education. Cory Brunson is an Assistant Professor at the Laboratory for Systems Medicine at the University of Florida. His research focuses on geometric and topological approaches to the analysis of medical and healthcare data. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/mathematics

This week, Jeff Pickering, Chelsea Patterson Sobolik, and Travis Wussow are honored to welcome Gayle Manchin, Chair of the United States Commission on International Religious Freedom to discuss USCIRF's recently released annual report.Comprised of nine commissioners, USCIRF is an independent, bipartisan federal body that is principally responsible for reviewing the facts and circumstances of violations of religious freedom internationally and making policy recommendations to the President, Secretary of State, and Congress. The President and leadership of both political parties in the Senate and House of Representatives appoint USCIRF Commissioners.Guest BiographyGayle Manchin is an educator who has worked in Marion County Schools at the secondary level, on the faculty of Fairmont State University in Developmental Education, and was the Director of the university's first Community Service Learning Program. From 2005-2010, Gayle Manchin served as West Virginia's First Lady. She was appointed by the Governor to serve as a member of the State Board of Education, where she also served as President. She also served for one year as West Virginia's Cabinet Secretary for the Office of Education and the Arts. At the national level, Gayle Manchin has been President of the National Association of State Boards of Education. She was appointed by then Secretary of Education Arne Duncan to the Federal Improvement for Post-Secondary Education Board in 2010. She is also a member of the Board of Trustees of The Ford Theatre in Washington, D.C. Gayle Manchin has spoken at the state and national levels on the challenges of rural education, poverty, and student achievement. She holds a Master of Arts in Reading and a Bachelor of Arts in Language Arts and Education from West Virginia University, and a master's specialization in Educational Technology Leadership from Salem International University.Resources from the ConversationLearn more about USCIRF Chair Gayle ManchinCheck out USCIRF's 2021 Annual ReportLearn more about USCIRF's Prisoners of Conscience ProjectUSCIRF releases 2021 annual report on international religious freedom by ERLC Policy StaffSubscribe to ERLC's Policy Newsletter

This is the last episode of our first season and we really appreciate that you've come along with us for this ride. We hope that you've gained something from the content we've been putting together during our inaugural season. We'd really like to hear about any ideas that you have for future episodes, so please drop us a line. Our e-mail address is in the show notes. For the season wrap up episode we continue our discussion about the opportunities in the upcoming Civilian Developmental Education, or CDE, program, which opens for applications on January 13. We had a chance to chat with three alumni of the program and get their perspective on the benefits of the CDE program All three of them participated in different aspects of CDE. John Bailey is the deputy director of the Advanced Aircraft & Fighter Directorate's Agile Development Office. He had the opportunity to attend the Massachusetts Institute of Technology's Sloan School of Management for a year earning a Master's Degree in the process. Robin Harrah is the survivability IPT lead for the Presidential and Executive Airlift Directorate's VC-25B Program. She attended the Department of Defense's Executive Leadership Development Program (ELDP) where she spent 10 months learning form warfighters in each branch of the military in locations all over the world. Kristi Evans is the operations management division chief for both the Advanced Aircraft & Fighter Directorate and the Bomber Directorate. She opted to apply for shorter duration courses and has been able to attend three such courses over the last three years. All three of our alumni expressed similar takeaways during the discussion: CDE is an incredible opportunity to learn and grow as a professional civilian Airman. If you missed it episode 33 provides an introduction to the CDE program. The once-a-year window to apply for the various programs in the CDE portfolio opens January 13, 2021 and closes March 13, 2021. For more information on the programs being offered please visit www.mypers.af.mil. For more information on all things related to AFLCMC visit our website at: https://www.aflcmc.af.mil. Follow and like us on our social media channels for the latest information and news from programs across the center. LinkedIn: https://linkedin.com/company/aflcmcofficial Twitter: @AFLCMCofficial Facebook: https://www.facebook.com/AFLCMCofficial Instagram: @aflcmcofficial YouTube: https://www.youtube.com/channel/UCzpbkmBDlq05aBqPYvcze3A History Office Twitter: @airpowercradle

In this episode we discuss opportunities in the upcoming Civilian Developmental Education, or CDE, program with AFLCMC"s chief of workforce development Linda Leichty and AFLCMC"s civilian developmental education program manager Mike Mathes. The once a year window to apply for the various programs in the CDE portfolio opens January 13, 2021 and closes March 13, 2021. Both of our experts stressed the importance of not waiting for the window to open to start getting application packages ready. Leichty explained that there is a broad portfolio of opportunities available in the CDE program with something for everyone in grades GS01 - GS15. She also mentioned that five new opportunities, including a bachelor's degree, were recently added to the upcoming cycle. For more information on the programs being offered please visit www.mypers.af.mil. For more information on all things related to AFLCMC visit our website at: https://www.aflcmc.af.mil. Follow and like us on our social media channels for the latest information and news from programs across the center. LinkedIn: https://linkedin.com/company/aflcmcofficial Twitter: @AFLCMCofficial Facebook: https://www.facebook.com/AFLCMCofficial Instagram: @aflcmcofficial YouTube: https://www.youtube.com/channel/UCzpbkmBDlq05aBqPYvcze3A History Office Twitter: @airpowercradle

On todays show we bring on the experts to talk about forgien affairs, what the pandemic has done to education and how the Cares Act effected pawn shops.   Thanks for listening! See omnystudio.com/listener for privacy information.

Huw Lloyd identifies some key attributes of developmental education. (Originally published September 3, 2020) Full video: http://tiny.cc/vhbrsz

Researcher Huw Lloyd, fluent in numerous mental models, is a good explainer of concepts -- including many I was completely unversed in. A few threads run through the entirety of this chat: development, self-awareness, and construing an active orientation to any given situation. SECTION 1: Our pathways to Vygotsky 0:36 - Reflections on Huw's recent "Vygotsky and Parenting" (http://tiny.cc/ymqpsz) 1:45 - Pros and cons of taking scholarly shortcuts 6:07 - Huw's arrival to Vygotsky, in part through dissatisfaction elsewhere SECTION 2: Huw's ideas about Active Orientation 16:38 - What is Active Orientation? 23:30 - Is Active Orientation a practice? (An exercise in self awareness) 31:58 - Active Orientation can be documented (microgenesis research of Huw's) SECTION 3: What is Developmental Education? 40:37 - A primer on Davydov and Developmental Education 46:07 - Empirical thinking vs. Theoretical thinking 50:23 - Grokking the material and the History of ideas 52:59 - Problems are Good 55:40 - An illustrative lesson of Davydov's 1:03:43 - Some key characteristics of developmental education 1:07:41 - Crises, construals, and neoformations 1:10:20 - The Desert Oak: a developmental TRIZ problem SECTION 4: Imagination and Confidence-building 1:16:07 - Imagination, flow, and problem-solving 1:24:10 - Systems and Design Ideas (TRIZ approach) 1:30:22 - Earned, authoritative confidence: Your tempered ideas are become Real 1:35:20 - The importance of problem-construal or framing 1:48:04 - Problem-creating, -solving, and -construing 1:53:51 - This is rich, highly concentrated material (Foundational, generative, "unfoldable" concepts) 1:55:27 - Notational vs. developmental education (and epistemology) 1:57:10 - Final two questions (adult-development & advice for problem-designers) 2:06:20 - Complex vs. complicated (and self-regulation and distance learning) 2:09:46 - An idea for lunch (as promised: http://tiny.cc/bvqpsz) References: http://tiny.cc/5vqpsz - "A Study of Active Orientation" (brief introduction) http://tiny.cc/2xqpsz - "TRIZ: a Powerful Methodology for Creative Problem Solving" http://tiny.cc/dxqpsz - "Going with the Flow: How to Engage Boys (and Girls) in Their Literacy Learning"

Carol Jones and Leslie Hutchison are both members of the Ontario Association for Developmental Education, an organization established in 1957 and includes teachers, educational assistants, principals, consultants, and other support staff and parents who work with and for students with developmental challenges. The organization recently conducted a survey, "Return to School Survey Related to COVID 19 Amplifying Voice of Educators and Educational Workers Who Serve Students with Developmental Disabilities" which provides insights on the realities that must be taken into consideration if ALL students, including those with developmental exceptionalities are to return to school safely and with the necessary supports. Carol Jones (President) and Leslie Hutchison (Executive member) join us to talk about what we might not understand about students with developmental exceptionalities and the staff that support them. Visit the OADE website at https://oade.ca for more insights and a copy of the survey report.

On this episode of Unfiltered Leadership we had the incredible opportunity to welcome back our previous 354th Fighter Wing Command Chief and current Chief of Enlisted Developmental Education, CMSgt Josh Hurt. In this episode we discuss many topics surrounding culture, teams, and strengthening the people around you. We hope you enjoy! Link for CMSgt Hurt's Community Online Academy in which he is an instructor for: https://www.facebook.com/groups/234260620965850

Join us for a brilliant episode with Dr. Sharon Silverman, the incoming Chair of the Board of Trustees of Spertus Institute for Jewish Learning and Leadership. She is an educator, academic, and published author. Scroll down for a full bio.   Student Voices: We Believe in You  Spertus Institute for Jewish Learning and Leadership This discussion is filled with insights and wisdom about education and teaching and learning practices. It is peppered with personal anecdotes that illustrate Sharon's points and highlight her belief that stories are a great way to learn. A few details to look out for in the discussion:  Overall approach: While students have many similarities, each one is different from the next and we need to concentrate on how they differ from each other. What is emotional awareness? What is self-efficacy? What is persistence?  Practical suggestions for teachers based on these three components of the Believe In You model.  What is "applied Jewish learning"? "When you're green, you are growing. When you're ripe, you rot!" I hope you enjoy this episode and learn a lot. The quality of the conversation more than makes up for the limited quality of the audio recording itself.  Who is Dr. Sharon Silverman? Learn about her work below. Dr. Silverman is a founding partner in the consulting firm of TRPP Associates. She is an educator and independent scholar with degrees in learning disabilities and educational psychology. She is the founder and former director of the Learning Assistance Center at Loyola University Chicago where she developed LEAP, an award winning student access and retention program and a learning center at the Stritch School of Medicine. Dr. Silverman served on the Board of St. Augustine College in Chicago, the first bilingual institution of higher education in Illinois.    At Columbia College Chicago, Silverman helped develop The Learning Studio, an academic support center for students. At Harry S Truman College in Chicago, she worked with faculty and staff to develop a robust tutoring and tutor training program.  Dr. Silverman also helped The Adler School of Psychology develop a Center for Learning and Teaching. She continues to be a mentor/reviewer for the Higher Learning Commission.  She is a member of the Board of Trustees for Spertus Institute for Jewish Learning and Leadership in Chicago.   Internationally, Dr. Silverman was a Fulbright Scholar in South Africa and subsequently received a Fulbright Alumni Initiatives Award for a project, "Sharing Cultures" connecting students and teachers in a virtual learning community at Nelson Mandela Metropolitan University and Columbia College Chicago.   Other awards include a Rotary University Scholar Grant to continue her work in South Africa and a Fulbright Senior Specialist Award at Suleyman Demeril University in Kazakhstan.  She was an invited keynote speaker at the International Symposium on the Contributions of Psychology to Peace Research in Cyprus and an invited scholar at Kazakhstan-British Technical University in Almaty, Kazakhstan.   Dr. Silverman along with Dr. Martha Casazza co-authored the following publications: Learning Assistance and Developmental Education (Jossey-Bass, 1996) and Learning and Development: Making Connections to Enhance Teaching (Jossey-Bass, 1999), and Partners for Innovation in Teaching and Learning (iUniverse, 2005) and Student Voices: We Believe in You (iUniverse, 2017).

Illinois may dramatically scale back remedial education. But some Chicago professors are pushing back against this growing trend in the U.S.

This episode of the podcast highlights the training and development opportunities open to civilian employees through the Civilian Developmental Education and Civilian Strategic Leader Programs. Applications opened Jan. 13, 2020 and close for boarded programs on Feb. 7 and non-boarded programs Feb. 28. This episode identifies things to consider when applying for CDE or leadership training regardless of when you choose to apply. The first part of the episode features Heidi Bullock, Air Force Materiel Command Contracting Director. Bullock discusses what she looks for in a CDE applicant, how CDE and leadership training can help grow a participant's career in the Air Force, and some considerations for applicants who may not have been selected for a program in the past. The second part of the episode features four Air Force acquisition professionals: Casey Kopecky, Susan Winn, Robin Harrah, and Stephanie Sanchez. They talk about their experiences in applying for and participating in CDE and leadership training. All four are advocates for professional development and eager to share their experiences. Acronyms CDE – Civilian Developmental Education CSLP – Civilian Strategic Leader Program If you would like to share feedback on the podcast, please submit via thecontractingexperience@gmail.com.

Each year millions of entering college students are required to take non-credit, developmental education courses in subjects like math, reading, and writing, an unforeseen speed bump that can contribute to "stopout" and racial achievement gaps. In 2013 Florida took a new approach, making developmental education optional for the vast majority of students. Florida State University's Toby Park recently led a multi-year study of the initiative, finding that it led to notable gains in course passing rates and minority student achievement. He joins CPRE research specialist Robert Nathenson to discuss his findings and some important takeaways for stakeholders across the U.S.

Today's story: Air Force civilians interested in developmental education can submit applications through MyVECTOR.

In this episode, Chauntee Thrill at OCCRL talks with Dr. Asif Wilson, associate dean of instruction at Harold Washington College, about asset-based approaches to developmental education.

Adela Najarro is the author of three poetry collections: My Childrens, Split Geography, Twice Told Over. Along with her colleagues, Jennifer Fletcher and Hetty Yelland, she edited Fostering Habits of Mind in Today’s Students: A New Approach to Developmental Education. She currently teaches at Cabrillo College as the English instructor for the Puente Project, a program designed to support Latinidad in all its aspects, while preparing community college students to transfer to four year colleges and universities. Her extended family’s emigration from Nicaragua to San Francisco began in the 1940’s and concluded in the eighties when the last of the family settled in the Los Angeles area. She holds a doctorate in literature and creative writing from Western Michigan University, as well as an M.F.A. from Vermont College. Her poetry appears in the University of Arizona Press anthology The Wind Shifts: New Latino Poetry, and she has published poems in numerous journals, including Porter Gulch Review, Acentos Review, BorderSenses, Feminist Studies, Puerto del Sol, Nimrod International Journal of Poetry & Prose, Notre Dame Review, Blue Mesa Review, Crab Orchard Review, and elsewhere. She now calls Santa Cruz home.

Today's stories: Developing strategic leaders who can provide innovative solutions to complex challenges, drives Developmental Education for Officers. Also, "Trident Juncture 18" was NATO's largest exercise since 2002. 50,000 participants from 31 countries took part, including, for the first time, an E-3 Sentry Aircraft and crew from Tinker Air Force Base, Oklahoma.

Dr. Karinda Barrett, Associate Vice Chancellor for Academic and Student Affairs with the Division of Florida Colleges, previews her session at the 2018 Florida College Access Network Summit. 

Dr. Timothy Beard's professional profile epitomizes an individual who has maximized his potential in career development. A native of Port St. Joe, FL, and an honor graduate of Port St. Joe High School, Dr. Beard matriculated into Florida A&M University in 1980. ​As a possessor of undergraduate degrees from Florida A&M University and Florida State University, Dr. Beard obtained a Ph.D. from Florida State University in 1998 in Rehabilitation Counseling with an emphasis in Higher Education Administration. Dr. Beard has also studied at Christian International Educational Institute​Dr. Beard began his illustrious secular career in secondary education in 1984 with Leon County Schools when he became employed as an Instructional Assistant.​In 1999, Dr. Beard was appointed Assistant Professor of Health Care Management and Director of Student Affairs in the School of Allied Health Sciences at FAMU.​​Dr. Beard's career catapulted to a new level in 2003 when he was appointed the first African American senior administrator in the history of the University of South Alabama. At the University of South Alabama, in his historical appointment, he served in the capacity of Dean and Vice-President of Student Affairs from 2003-2007. Since 2007, Dr. Beard has served as the Vice-President of Student Development and Enrollment Management at Pasco Hernando State College (PHSC). He will assume the role of President of PHSC in July 2015..​Dr. Beard and Wendy Beard have been married for over 28 years. Wendy is currently the Assistant Dean of Developmental Education at PHSC. They have two daughters, Briana Princess, a Pre-Pharmacy student at Florida A&M University and Sierra Nicole an honor roll student at Spring Hill Christian Academy in Spring Hill, FL..

Lauren from RTY interviewed Eimear from the Irish Developmental Education Association at the Developmental Education day in Citywest. She explained her role in IDEA and what they do. Have a listen to find out more and to find out about the graffiti wall...

CCReview Editor Jim Palmer talks to guest editors Brett Miller, Heidi Silver-Pacuilla, and Dolores Perin about their special issue, "Skills and Trajectories of Developmental Education Learners."

"Building Foundations for Student Readiness: A Review of Rigorous Research and Promising Trends in Developmental Education" (Elizabeth Zachry and Emily Schneider) "Developmental Summer Bridge Programs: Implementation and Early Evidence from a Random Assignment Study" (Heather Wathington) "Learning Communities for Students in Developmental Education: Early Impact Findings from Three Colleges" (Mary Visher) "Video-based Supplemental Instruction" (Glen Jacobs and Kim Wilcox) "Washington State's Integrated Basic Education and Skills Training (I-BEST)" (Davis Jenkins)

"Developmental Education Outcomes" (Thomas Bailey) "Does Remediation Work for All Students? How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation" (Bridget Terry Long and Angela Boatman) "The Role of State Policy in Improving Outcomes in Developmental Education" (Michael Collins)

2010 National Conference Developmental Education: What Policies and Practices Work for Students? "Developmental Education Outcomes" (Thomas Bailey) "Does Remediation Work for All Students? How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation" (Bridget Terry Long and Angela Boatman) The Role of State Policy in Improving Outcomes" (Michael Collins)