DOCUMENT RESUME ED 475 278 UD 035 621 AUTHOR Lundell, Dana Britt, Ed.; Higbee, Jeanne L., Ed. TITLE Histories of Developmental Education. CRDEUL Monograph. INSTITUTION Minnesota Univ., Minneapolis. Center for Research on Developmental Education and Urban Literacy. REPORT NO No-2 PUB DATE 2002-00-00 NOTE 97p.; With a foreword by Terence Collins and an introduction by the editors. For another report in this monograph series, see UD 035 619. AVAILABLE FROM Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 333 Appleby Hall, 128 Pleasant Street, S.E., Minneapolis, MN 55455. Tel: 612-625-6411; Fax: 612-625-0709; e-mail: [email protected]; Web site: http://www.gen.umn.edu/ research/crdeul. PUB TYPE Collected Works General (020) Reports Descriptive (141) EDRS PRICE EDRS Price MF01/PC04 Plus Postage. DESCRIPTORS *Basic Skills; *Compensatory Education; Core Curriculum; Curriculum Development; Developmental Stages; Educational History; Educational Research; Educationally Disadvantaged; Higher Education; Remedial Instruction; Science Education; Writing Skills IDENTIFIERS *Developmental Curriculum; Dewey (John); Professionalism; Tennessee ABSTRACT This collection of papers on the history of developmental education includes: "Historical Perspectives: With Hindsight We Gain Foresight" (Normal Stahl); "Supporting the Research Mission" (David V. Taylor); "A Brief History of the American Council of Developmental Education Associations" (Hunter R. Boylan); "History of Supplemental Instruction (SI): Mainstreaming of Developmental Education" (David Arendale); "Recovering the Vision of John Dewey for Developmental Education" (Mary Ellen Shaw); "History of Developmental Studies in Tennessee" (Carol Hopper Bader and Carlette Jackson Hardin); "The Conference on Basic Writing: 1980-2001" (Karen S. Uehling); "Professional Status for Writing Center Directors" (Mildred Steele); "Toward a Comprehensive Learning Center" (Marti Singer); "The General College Base Curriculum: Description, Historical Antecedents, Theoretical Structure, and Evaluation Outcomes" (Catherine Wambach and Thomas Brothen); and "The Lessons of History: Transforming Science to Include Developmental Education" (Randy Moore).(Papers contain references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. The Center for Research N00 on Developmental Education and Urban Literacy N LI")N LT-1 Histories of Developmental Education Dana Britt Lundell 32011 COPY AVAILABLE Jeanne L. Higbee Editors PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL HAS Office of Educational Research and Improvement BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 11aThis document has been reproduced as received from the person or organization originating it. UNIVERSITY delTwvotmc El Minor changes have been made to autedieco-oft, improve reproduction quality. OF MINNESOTA TO THE EDUCATIONAL RESOURCES 2 INFORMATION CENTER (ERIC) Points of view or opinions stated in this 1 document do not necessarily represent official OERI position or policy. Histories of Developmental Education The second annually published independent monograph sponsored by The Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota. Dana Britt Lundell Jeanne L. Higbee Editors Devjani Banerjee-Stevens Jennifer A. Kreml Assistant Editors Karen A. Bencke Cover Design & Layout CRDEUL 3 Copyright © 2002 by the Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, Minneapolis, MN. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of the publisher. Printed in the United States of America. The University of Minnesota is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. This publication/material can be made available in alternative formats for people with disabilities. Direct requests to Dana Lundell, General College, 333 Appleby Hall, 128 Pleasant Street SE, Minneapolis, MN, 55455, 612-626-8706. Printed on recycled and recyclable paper with at least 10 percent postconsumer material. Cat 4 Contents Foreword v Terence Collins Introduction 1 Dana Britt Lundell and Jeanne L. Higbee Historical Perspectives: With Hindsight We Gain Foresight 3 Norman Stahl Supporting the Research Mission 7 David V. Taylor A Brief History of the American Council of Developmental Education Associations 11 Hunter R. Boylan History of Supplemental Instruction (SI): Mainstreaming of Developmental Education 15 David Arendale Recovering the Vision of John Dewey for Developmental Education 29 Mary Ellen Shaw History of Developmental Studies in Tennessee 35 Carol Hopper Bader and Carlette Jackson Hardin The Conference on Basic Writing: 1980-2001 47 Karen S. Uehling Professional Status for Writing Center Directors 59 Mildred Steele Toward a Comprehensive Learning Center 65 Marti Singer The General College Base Curriculum: Description, Historical Antecedents, Theoretical Structure, and Evaluation Outcomes 73 Cathrine Wambach and Thomas Brothen The Lessons of History: Transforming Science to Include Developmental Education 83 Randy Moore Appendices Publication Announcements 95 Call for Submissions, Multiculturalism in Developmental Education 97 Guidelines for Authors 101 Contents MEE iii 5 Editorial Board David Arendale University of Missouri-Kansas City Carol Bader Middle Tennessee State University Hunter Boylan Appalachian State University Thomas Brothen University of Minnesota Martha E. Casazza National-Louis University Carl Chung University of Minnesota Mary P Deming Georgia State University Irene M. Duranczyk Fastem Michigan University Shevawn B. Eaton Northern Illinois University Patricia A. Malinowski Finger Lakes Community College Michael O'Hear Indiana-Purdue University, Fort Wayne Norman A. Stahl Northern Illinois University Cheryl B. Stratton University of Georgia DavidV. Taylor University of Minnesota Linda R. Thompson Harding University it) 04%._-Histories of Developmental Education Foreword Terence Collins, Director of Academic Affairs General College, University of Minnesota here are good reasons why the of accessible higher learning and practical education title of this monograph is set in the plural form flourished in GC. Among those early students who could "histories." We who work in developmental education not pass the entrance test for the Liberal Arts college work in plurals. We find our purposes grounded in was Norman Borlaug, whose path through General divergent impulses and in local decisions long College led him to the study of plant genetics and the forgotten, in specific institutional events, and in large Nobel Peace Prize in 1970 as the "father of the Green national movements. Yet we come together under the Revolution." In the years after World War II, large single banner of developmental education. As the numbers of war-weary young people entered the histories captured here suggest, that banner stretches University under the G.I. Bill of Rights. Many whose uncomfortably to cover our many diverse purposes previous education had been interrupted by military and our many local entities. service or by the demands of the war economy, like the esteemed Warren Spanaus, former Attorney If we take a long view, we see that developmental General of Minnesota, and Dave Moore, award- education traces its many roots to Reconstruction, to winning newscaster and journalist, found their way the Morrill Land Grant Act, to the Progressive Era, to into the University through General College and the Workers' Colleges of the Great Depression, to the emerged to shape post-war civic and business life in G.I. Bill of Rights, to the Civil Rights Movement, to the Minnesota. Like most colleges and universities, the Community College explosion of the late-mid- University of Minnesota stretched in new directions to Twentieth Century, and to the Open Admissions educate the diverse students who entered higher movement that followed hard upon these latter events. education for the first time in the wake of the Civil We in developmental education are heirs to various Rights movement. General College and its faculty moments of optimism about human possibility and the opened the University to new populations through transformative possibilities of higher education. We flexible programs and new courses. Through Upward and our students enact daily a peculiarly American Bound, Student Support Services, and a radically optimism about human change and intellectual growth. ambitious student parent support program, students These essays are important in helping us remember like Endesha Ida Mae Holland, Ph.D., Pulitzer where we find our origins and our momentum. nominated playwright and author, found their voice and their place in the University. Now, three decades I am especially proud that the General College (GC) later, GC remains the most ethnically vital and diverse of the University of Minnesota has collected and community on campus. published this volume. In 1932, University President Lotus D. Coffman convinced his colleagues and