Although they have completed secondary education, nearly one third of first year college students lack the skills they need to learn at the college level and are academically and emotionally unprepared for the challenges of higher education. At many colleges and universities, these students receive remediation in the form of developmental courses, often taught through departments of developmental studies. In addition to being deficient in academic skills, many of these students begin college with little understanding of their own personal learning styles and preferences. They do not know how they learn, and they have not developed any of the metacognitive skills necessary for self-regulation.
Developmental education, as defined by NADE, the National Association of Developmental Education, a field of practice and research within higher education with a theoretical foundation in developmental psychology and learning theory. Developmental studies departments in colleges and universities promote the cognitive and affective growth of all postsecondary learners, at all levels of the learning continuum. Developmental education is sensitive and responsive to individual differences and special needs among learners. Developmental education programs and services are created to address academic preparedness, diagnostic assessment and placement, development of general and discipline-specific learning strategies, and affective barriers to learning (NADE, 2012).
Developmental education is a profession that warrants continued study and research. This blog is intended to be a contribution to the wide and growing field of developmental studies by including research, news, and information. Higher education professionals are always welcome to comment and to contribute.
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