BSSA Task Force Conclusions for Section 4
4.1
Incorporate problem-solving and critical-thinking skills into course outlines across the
disciplines.
Staff development activities must be designed to facilitate faculty acquisition of active
learning pedagogies and methodologies.
Develop institution-wide practices and SLOs that instill independent learning skills and
encourage students to be life-long learners.
Create a process for developing paired classes and developing interdisciplinary programs.
Require a personal development course for new students to learn how to succeed to
college.
4.2
All faculty need training in developing effective curricula and practices for developmental
students.
There needs to be accountability that courses do in fact incorporate effective practices.
Hire more full-time faculty; faculty must be afforded both opportunity and incentives to
develop curricula and practices appropriate for developmental instruction.
4.3
4.3.1: attention is paid to students’ attitudes and emotions (e.g., self-concept and self-efficacy)
This could be addressed by:
 raising the awareness of instructors through training, mentoring, and orientation
 making the development of self-concept and self-efficacy an objective of
institutional, program and course SLOs
 mandating PD classes for basic skills students
4.3.2: Student support services exist to address the external needs &
4.3.3: Timely interventions occur with students to address emotional, social, or non-academic
obstacles
 Maximize mechanisms such as the early alert roster to identify and monitor
developmental students
 Assure that student services have the specialized resources to address
developmental students’ needs, regardless of financial status of the student.
4.3.4
4.3.5
Formal mechanisms in developmental courses and programs enhance student
motivation and engagement to promote learning &
 Class sizes must be reduced in order to meet the cognitive, social,
and emotional needs of developmental students
College programs promote basic skills students’ social integration into and
identification with the college environment.
 One College: One Book Program is an attempt to create community. It is in its
planning phase.
 The piloting and eventual institutionalization of pairing of classes or “featured
classes” (a basic skills language class with a content course and a Personal
Development course) will create learning communities, integration and

identification with the college environment. All of these will serve to motivate
students.
Since full-time faculty are overloaded with obligations, and because the
proportion of full-time faculty is below state mandates, a priority for basic skills
money should be to fund new initiatives and basic skills programs. For example,
qualified adj fac could greatly assist and be compensated for developing basic
skills initiatives under the guidance of ft faculty. Initiatives could include
assisting in the matriculation process, organizing and coordinating featured
classes, paired classes, learning communities, and creating new curriculum
appropriate for needs of developmental learners. This would assist adj faculty in
developing expertise in dev ed and in feeling connected with the institution.
4.4
4.4 1 & 2 & 3
 Pedagogy: Encourage through staff development and visiting programs with best
practices in place.
 Instructional content: make Culturally Responsive Teaching theory and practice
part of course outline and curriculum
4.5
ESL: the sequence exists and it seems that student retention is high from one level to
another
However, there should be a track available for students who are highly capable,
academically skilled and motivated to progress a little faster if they can demonstrate
having mastered the skills of a particular level
Dev Com: The sequence of courses that is in place seems effective. However, many
students who are advised to take development coursework choose not to. Advisories
or mandatory placement of students in developmental reading and writing courses
prior to their enrollment in the content areas could impact retention and student
success in a positive way.
Math: The developmental sequence of courses serves the needs of students, as long
students take the courses in consecutive semesters.
English: The only way to ensure the success of the sequence of courses building a
foundation of basic skills is to make sure that instructors are giving students grades
that honestly reflect their mastery of each course’s skills.
4.6
Provide staff development training regarding a variety of active learning strategies (e.g., student
engagement, collaborative learning, learning communities, supplemental instruction, and service
learning); these strategies should emphasize learner-centeredness rather than teachercenteredness.
4.6.3 Institutionalize the practice of inviting faculty from content courses to visit with
developmental education students. Perhaps institutionalize peer and faculty mentoring.
4.6.3 The fact that there is some confusion between developmental education and
disabled students indicates that non-developmental education faculty need to be educated
on the subject.
4.7
4.7.2 Cut off scores: having an assigned student services person and researcher to handle
this process.
4.7.3 institutionalizing prerequisites or at the least advisories that state the statistical
probability of a student passing a class if basic skill levels are low. Many students who
are advised to take development coursework choose not to. Advisories or mandatory
placement of students (especially those who are assessed as needing very basic courses)
in developmental reading and writing courses prior to their enrollment in the content
areas could impact retention and student success in a positive way.
4.8
There must be institutional commitment to sharing instructional strategies and facilitating
that practice.
4.9
Maximize mechanisms such as the early alert roster to identify and monitor
developmental students.