Most schools place their first-year students who fail a basic readiness test (placement exam) in a remedial course that is designed to shore up their knowledge base on core academic subjects such as math or English before moving on to a full load of college-level, credit-bearing courses.
The large number of students assigned to remedial math and English classes who never complete them (and their subsequent dismal graduation rates) present a disturbing trend. Both two- and four-year graduation rates at public colleges and universities are now under much greater scrutiny. While college costs increase, lowered state funding, increased student debt, accreditation accountability, performance-based funding models, etc., continue to be issues, and states are now wrestling with the most cost-effective ways to bring underprepared students “up to speed.”
Please join Dr. Robert Hill as he discusses best practices and outlines specific measures proactively addressing the myriad of issues surrounding remedial education and the students affected. Are such programs helping students catch up for college or holding them back?
WHAT YOU’LL LEARN
Just a sampling of what this webinar will cover:
- What are remediation and developmental education?
- What are the current national statistics, trends?
- How do college standardized placement tests work and should all students and majors be assessed similarly?
- Should our public community colleges (committed to an open-door/access mission), be treated differently than other higher educational institutions?
- Who places into developmental courses and would some students do just as well without them?
- Who teaches developmental courses?
- Does remediation cause attrition?
- What is the latest research on developmental education and who is shaping the agenda?
- Do colleges really save when students bypass remediation or enroll in an accelerated or revamped program?
- What are the alternatives to requiring separate, stand-alone courses that teach pre-college material?
- AND MUCH MORE!
YOUR CONFERENCE LEADER
Your conference leader for “Remedial Classes and College Readiness: Understanding and Improving Your Institution’s Results” is Dr. Robert Hill. Dr. Hill previously served as a full-time associate professor of higher education leadership at NSU’s Abraham S. Fischler College of Education where he taught live, blended, and online graduate classes. He also served as an online field associate and a dissertation advisor. He has been the Co-PI on a National Science Foundation Grant, and has been awarded faculty research grants at two different private universities. He is passionate about students and learning. His current research focus is on the professoriate & shared governance, and free speech & civility on campus.
Dr. Hill started his education career by teaching high school English in the public school system for ten years, before turning to postsecondary education. In addition to serving as a faculty member and graduate advisor for over a decade, Dr. Hill has served higher education as a director of student services; associate dean; coordinator of a Title III-Funded Academic Support Center; academic advisor; coordinator of student teaching; faculty advisor; department chair; and doctoral enrollment counselor for twenty-four years at different private colleges & universities. He is a member of the Association for the Study of Higher Education [ASHE], and the American Association of University Administrators [AAUA] (on the board of directors and is on the editorial board for the Journal of Higher Education Management). He is a current reviewer for the Journal for the Study of Postsecondary and Tertiary Education, and he is a peer reviewer/evaluator with the Middle States Commission on Higher Education (MSCHE). He has presented at numerous regional and national conferences, and he has published articles on both academic affairs- and student affairs-related topics.
Dr. Hill holds a BAE in English education from the University of Florida, a M.Ed. in educational administration and supervision from the University of South Florida, and an Ed.D. in higher education administration from Nova Southeastern University.
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CERTIFICATES OF PARTICIPATION
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