ERIC EJ718577: Reducing Attrition Rates for Maori Students

2005·0.11 MB·English

by  ERIC

Reducing Attrition Rates for Maori
Students
By D.F. McKenzie
ABSTRACT: Attrition statistics for first- greater) for Native Americans than for White
year students in many tertiary environments students. On the other hand, Lee (1996), Tinto
suggest that students face a wide variety of (1993), and Horn and Carroll (1999) found
obstacles. Students in developmental edu- no statistically significant differences, and
cation programmes usually have one addi- similarly Hoyt (1998) found similar dropout
tional obstacle: They have a history of fail- and success rates for students of colour com-
ure in academic settings. Therefore there are pared to other ethnic groups.
emotional and psychological barriers in ad- Such variations are not entirely unex-
dition to academic ones. Those students who pected. Students depart for a variety of rea-
come from low socio-economic backgrounds, sons, and there are often a number of rea-
often linked to membership of a minority sons that combine to cause a student to drop
ethnic group, face further obstacles again. out. One study has noted an average of five
This paper follows the efforts made in one reasons per student given as causes of student
One study has noted an developmental programme to reduce the departures in a survey (Ogletree, 1992). Al-
dropout rate for such a group of students. though some factors (financial stress, poor
average of five reasons
In the multicultural milieu that makes up grades, and high fees) have been more com-
per student given as the landscape of higher education today, many monly reported than others (Kent State Uni-
students struggle in the traditional settings versity, 1993; Ogletree), no single factor could
causes of student
of western academe (Hart & Holton, 2001; be identified as the reason for a departure.
departures. Padron, 1992; Richardson & Skinner, 1992). Ogletree notes that such complexity makes it
Dropout rates are of great concern at difficult for institutions to plan remedial ac-
postsecondary institutions around the world, tion. Sydow and Sandel (1996) have reported
and many factors impacting student retention that their community college still had a high
have been investigated (Tinto, 1993). Al- dropout rate even though few students cited
though research regarding ethnicity and re- financial difficulties as the reason for depar-
tention in higher education have rendered ture. Tinto (1993) has observed that some-
mixed results, characteristics that may be re- times when students give financial reasons as
lated to students from minority groups—such the cause for departure, these statements are
as being a first-generation college student being used as a socially acceptable excuse to
(Richardson & Skinner, 1992), having poor hide other causes. Such findings demonstrate
academic preparation (Hoyt, 1998; that, although ethnicity may be a factor con-
Richardson & Skinner), or failing to be in- tributing to student attrition, it does not have
volved in campus social and intellectual life to be so. Therefore, it should be possible to
(Tinto, 1993)—have been shown to influence provide strategies to ensure that students do
dropout behaviour. If access to higher educa- have equal opportunities for success.
tion is to be truly open to students from all Hoyt (1998) found that students of colour
backgrounds and cultures, these students must may experience racism from tutors and other
be retained in order to succeed in their higher students and may also have feelings of not
education endeavours. being accepted as part of the full campus.
Since his study also showed that a higher pro-
Dropout Behaviour portion of students of colour entered with low
Research findings when the issue of race academic preparation, a racist reception re-
as a factor for student dropout is being inves- sulted in the amplification of their fears. Low
tigated have shown considerable variation. academic preparation is a major issue for mi-
Some studies (Dirkx & Jha, 1994; Matross & nority students who are the first generation
Huesman, 2002; Mohammadi, 1994 ; White, of tertiary students within a family
D.F. McKenzie
Trust Administrator 1971) have found ethnicity to be a significant (Richardson & Skinner, 1992). Researchers
City of Manukau Education Trust factor, with attrition rates for Black students found that many first-generation tertiary stu-
Private Bag 94006 to be about 10% higher than for White stu- dents have to face ridicule and opposition
Manukau, New Zealand 1730 dents. Matross and Huesman (2002) also from peers, who often tell them that their time
[email protected] found much higher dropout rates (20% and money are being wasted. These students
12 Journal of Developmental Education
frequently have time management problems shares much with other Pacific peoples in counted equally in this paper, regardless of
as well, often further exacerbated by family terms of language and culture. length of stay or number of courses taken.
needs such as demands to baby-sit younger European settlement of New Zealand Students choose courses, with the advice of
siblings, and may not have the knowledge and commenced in the late 18th century and by tutors, based upon levels already achieved and
experience to make full use of campus sup- the late 19th had grown to a stage where con- the programme they wish to enter. All are
port programmes to overcome initial barri- flict (mostly over land) led to a series of land given a course in academic writing; most
ers (Padron, 1992; Richardson & Skinner, wars. As a result of these, and also because of take a course in mathematics; and other
1992). infectious diseases brought by the new settlers, courses may be in areas such as health educa-
If there are few students of a minority the Maori population was greatly reduced, tion, accounting, design, or sport science.
ethnic group on campus, then often students and they became a disadvantaged group in Courses are usually at senior high-school level,
are unprepared for the resulting isolation their own land. In the last quarter of the 20th although there are some in language and
(Richardson & Skinner, 1992). They are more century successive governments began taking mathematics which cater for a lower level.
likely to experience low expectations from measures to remedy the injustices of the past. The median age of Foundation Studies
staff and can find this reflected in low grades. Settlements have been reached with a num- students varies from 20 to 22 each semester.
If this discrimination becomes “overbearing,” ber of different Maori iwi (tribes) involving About one quarter of each intake identify
then it can develop into a major reason for apologies, cash payments, and the return of themselves as European, another quarter as
dropping out (Richardson & Skinner, 1992). some of the confiscated land. Parallel to such Maori, and another quarter as Pasifika. The
Minority students often have parents who have settlements are additional measures to im- remainder come from a wide variety of back-
had poor academic experiences and are not prove standards of health and education. grounds, the biggest numbers being Asian or
always supportive (Padron, 1992). This is par-
Indian. Interracial marriage is quite common
ticularly true for those who are first-genera-
Study Setting in New Zealand, and many students in the
tion tertiary students. The parents may not
Unitec Institute of Technology is a ter- programme identify themselves with more
appreciate the magnitude of the extra de-
tiary institution in Auckland, with a student than one cultural background. Students who
mands upon the time of the student. In some
identified themselves as belonging to Maori
cultures, older daughters are expected to play
[Minority students] are and another culture are considered equally
a major part in household duties and in the
in both sets of results.
care of younger siblings. If both parents work, more likely to experience
Studies on student attrition have ob-
and/or a parent becomes ill, it can be very
low expectations from served that the reasons for student departure
difficult for a student to maintain the com-
are manifold (Kent State University, 1993;
mitment of time and effort needed for aca- staff and can find this
Ogletree, 1992; Tinto, 1993). For this paper,
demic study. These students lack what
reflected in low grades. a dropout will be defined as a student who
Bourdieu (1993) describes as “cultural capi-
leaves the programme without passing any
tal” in that there is no family history and tra-
courses. Thus a dropout does not necessarily
dition of movement into higher education.
Students from Maori and Pasifika cultures body of about 10,000 fulltime equivalents. The mean a negative outcome, since some students
share these characteristics of strong family ties Foundation Studies programme (the New are accepted into other programmes despite
and the related responsibilities, as well as a Zealand equivalent of Developmental Educa- failing all courses, some leave for employment,
lack of previous experience with tertiary edu- tion in the United States and of Access Edu- and some exhibit stopout behaviour and re-
cation by parents or siblings. cation in the United Kingdom) has been op- turn to further study after a break. This pa-
This paper follows efforts made in the erating since 1994. It commenced with 130 per will use dropout behaviour only per the
Developmental Education programme in one students per year and has experienced steady stated definition.
New Zealand tertiary institution to reduce the enrollment growth to reach a turnover of 256
dropout rate for students and for Maori stu- in 2003. Students are admitted for one or two Developmental Education
dents in particular. The study will examine semesters (in roughly equal proportions), with Students in developmental programmes,
research on attrition rates, with special atten- a small number staying longer. Desirably, stu- such as the Foundation Studies programme
tion to work regarding students from minor- dents leave when they have achieved their at Unitec, have often been in a position of
ity ethnic groups and students in developmen- goals. The main purpose of the programme disadvantage as part of a larger institution.
tal educational programmes. It will then de- is to bridge students with no (or insufficient) Hart and Holton (2001) assert that a bridg-
tail the particular actions taken, both by staff qualifications into further study at the tertiary ing programme is sometimes viewed as a form
from the School of Foundation Studies and level. In the early years of the programme, of charity, and that programmes that com-
by the wider institution, to address attrition bridging into employment was also seen as a bine an intensive pastoral care with academic
issues. The results of these actions will be pre- goal, but now, although employment is still studies often are against the entrenched ide-
sented and suggestions made as to wider im- seen as a positive outcome, it is not the pri- ology of individualism, which may be espe-
plications. mary objective of the programme. cially strong in European educational mod-
els. Those of this opinion would consider that
Historic Background Student Demographics such programmes are best left to those who
The Maori race is believed to have begun Not all Foundation Studies students are are personally inclined to lend a helping hand
settling New Zealand in or around the 13th full-time in the programme, and there is con- to the underprivileged.
Century. Study of the Maori language indicates siderable variation regarding the individual Staff in developmental programmes can
that the origin of the culture may be from the length of stay. Full-time students take differ- feel personally responsible for student failure
Cook Islands; it is considered to be a sister ent combinations of courses, and a full-time (Dirkx & Jha, 1994). Although there are some
language to Tahitian and Rarotongan (Biggs, programme may contain three, four, or five advantages in developmental programmes in
1994). The race is of Polynesian origin and courses in any one semester. All students are that class sizes are usually small and tutors
Volume 28, Number 3, Spring 2005 13
are able to get to know students better than dation Studies programme, and this concern Figure 1). The graph shows the percentage
in large-scale lecture situations, tutors are deepened as dropout rates climbed steadily of students (Maori and others) who left the
likely to feel a greater sense of loss for each year by year. Staff consoled themselves with programme without passing any courses.
dropout. the idea that this rise was inevitable because Staff on the Foundation Studies
Students in Adult Basic Education of two changes to the nature of the programme agreed that changes had to be
programmes may not necessarily have comple- programme. made to reverse this trend. The school began
tion as the primary objective (Dirkx & Jha, 1. Initially there were a number of courses the process of countering the alarming rise
1994), and personal sense of accomplishment that were academically undemanding, and in attrition rates towards the end of 1997,
is sometimes enough. Dirkx and Jha see this most students were able to pass these with- when a staff planning day put forward sug-
as one of the main reasons for the high rate out much effort. As these courses were gestions. Two major initiatives, one from the
of noncompletion. Any strategy for reducing replaced, students who chose not to exert School of Foundation Studies and one from
attrition, therefore, will need to take student themselves found the programme more the wider institution, had significant implica-
goals into account as well as the many other difficult, and higher dropout rates ensued. tions for the programme.
factors involved. 2. In the early years the School of Founda-
Maori Staff in Foundation Studies
tion Studies accepted a number of second-
Since the philosophy of the School of
Strategies from Research for Lowering language students (mostly of Chinese de-
Foundation Studies began with the premise
Attrition scent) who were professionals who had
that students of all races should be able to
In response to student feedback regard- migrated to New Zealand. These students succeed, it followed that an environment that
ing the sense of being overawed by the size of were usually mature, well educated, and did not supply sufficient visible and accessible
a campus, some institutions have developed confident in an academic environment. support could contribute to the higher drop-
a system of “scaling down” to provide the stu- They came to the Foundation Studies out rate for Maori students. There was, in
dents with places to meet and study together programme to improve their standard of 1997, 1 Maori tutor among the 10 staff on
(Richardson & Skinner, 1992). Such centres written and oral English. By 1997 the the programme, so the next full-time appoin-
also provide a way of building peer support tee was targeted to be another Maori. The two
networks. This needs to be carefully moni- Staff in developmental staff were given classrooms inside the Unitec
tored (Richardson & Skinner, 1992), since School of Puukenga, a school that was the cen-
programmes can feel
sometimes there can be cases of mutual rein- tre for the study of Maori language and cul-
forcement of low expectations between peers. personally responsible for ture. Whenever possible, Maori students were
It is all too easy for a cycle of low expecta- scheduled to have at least one of these tutors
student failure.
tion–low achievement–lower expectation to for at least one of their courses. This was not
develop. The student may consequently drop possible in every case, but it was managed for
programme had stopped accepting such most Maori students. This strategy was in ac-
out with all of the prior negative experiences
students and was concentrating on a more cordance with the research of Padron (1992)
in education being reinforced, and the stu-
clearly defined target group: students who in trying to cluster Maori students for mutual
dent being convinced that he or she is simply
had left school without qualifications. One support. One of the rooms in Puukenga also
incapable of tertiary study.
effect of this shift was to replace older, became a homeroom for Maori students who
Several studies (Baxter, 2001; Padron,
more mature students with younger ones could use it as a place for study as well as aca-
1992; Richardson & Skinner, 1992) comment
who were often less sure about their com- demic and social interaction.
that the provision of bridging courses has
mitment to further study. Later in 1998 these staff were also asked
been one of the most effective ways of sup-
Such ideas helped to mask the true level to actively promote the programme and re-
porting minority students. Smaller class sizes
of dropout rates. Staff were aware of the high cruit potential students in the West Auckland
in such programmes can help in forming the
dropout rate for Maori students. By 1997 this area. The proportion of Maori in the general
support networks. Minority students (particu-
had risen to an unacceptable 46%, and the population in this region is about 15%, so it
larly first generation) usually require more
gap between these students and the overall seemed logical that a bridging education
academic and personal guidance than do
dropout rate had increased alarmingly (see programme should be able to attract at least
other students (Padron, 1992). Therefore,
this large a figure. The tu-
bridging programmes need to be working
tors visited local marae, cen-
with potential higher education students to
tres for different Maori
provide them with the skills and confidence
groups, and also unemploy-
they need to succeed (Baxter, 2001).
ment centres. The effective-
Other strategies include attempts to
ness of this promotion can
personalise the enrollment procedures, so that
be seen in Figure 2, which
the students feel more welcomed and to try
shows the subsequent
to enroll minority students in clusters so as to
growth in numbers. Maori
enable them to have several classes in com-
enrollments doubled in
mon (Padron, 1992). Big impersonal classes
1999 and have remained at
and a less than friendly environment play sig-
an increased level. In 2001
nificant roles in causing dropout (Abbott-
Chapman, Hughes, & Wyld, 1992). a third Maori tutor was ap-
pointed when one of the two
Strategies for Change 1997 - 2000 earlier appointees dropped
Figure 1. Dropout rates at the Unitec Institute of to a 0.5 position.
From the initial years attrition rates have
Technology from 1994 through 1997.
been a cause for concern to staff on the Foun- continued on page 16
14 Journal of Developmental Education
Volume 28, Number 3, Spring 2005 15
·a commitment to qual- student, Asian staff with Asian student, and
60
ity in all of these. European staff with European student.
Maia does not keep record · Sometimes a tutor would volunteer be-
50
of the programmes of the cause he or she had established a very good
40 students who use its facili- rapport with the student.
ties, but, from the fre- · The follow-up would involve contacting the
30 quent communication student—through a friend, by phone, or
between it and the via meeting—to discuss the problems and
20 School of Foundation possible ways to turn around the student’s
Studies, it has become difficulties.
10 clear that Foundation stu- · The staff member would report back the
dents use it extensively. following week and the progress of the stu-
0
1994 1995 1996 1997 1998 1999 2000 2001 2002 In 2002, about 400 stu- dent monitored.
dents went to Maia for · All actions were recorded in a pastoral care
Figure 2. Comparison of Maori student enrollments at the
1:1 support. It is interest- log kept and maintained by the
Unitec Institute of Technology from 1994 through 2002.
ing to note that about Programme leader.
15% of these were non-
continued from page 14 Maori, who are always welcomed there (Maia, Although this system was time-consuming and
2002). Figure 3 shows the changes to the drop- required increased pastoral work for all staff,
Maia out rates in the following years (1998 – 2000). the School of Foundation Studies was mind-
In 1997 a group of Maori tutors at Unitec ful of Padron’s (1992) comment that minor-
approached Senior Management with a pro- Pastoral Care at ity students needed extra academic and per-
posal to set up an administrative centre with Foundation Studies sonal guidance. The changes to dropout rates
the purpose of giving support to Maori stu- can be seen in Figure 4 (see page 18).
Staff in Foundation Studies could take
dents on campus. Unitec had, as part of its
some pleasure in the clo-
mission statement, the goal of attracting and
sure of the gap between
supporting significant numbers of Maori stu-
Maori students and the
dents, as the west of Auckland has a signifi-
overall dropout rate, but it
cant proportion of Maori people in the re-
was evident that the overall
gion.
rate was still too high and
A centre was established late in 1998,
was still climbing to unac-
called Maia. A small establishment staff of 3
ceptable levels. At a meet-
(increased to 5 by 2002) had studied the 1993
ing in 2000, staff came to
report of Davies and Nicholl that included the
the conclusion that the way
following factors as militating against the suc-
to reduce the dropout rate
cess of Maori students:
was to follow the examples
· poor academic pretertiary preparation,
of the ways in which poten-
because of a school background not hav-
tial Maori dropouts had
ing provided them with the necessary
been assisted. The staff of
skills;
Foundation Studies set out
· poor cultural pretertiary preparation, be- Figure 3. Dropout rates at the Unitec Institute of
an intensive pastoral care
cause the culture of mainstream educa- Technology from 1994 through 2000.
programme. This operated
tional institutions is that of the dominant
as follows.
pakeha (European) culture; and · Staff filled in a return each week, listing Conclusions
· feelings of absolute alienation in an envi-
all students whose attendance and/or at- Tinto (1993) and White (1971), citing nu-
ronment which, on the whole, reflects the
titude to study was giving cause for con- merous studies on attrition, have provided a
values and norms of the dominant pakeha
cern. benchmark figure of 30% as being a common
culture. · These students were mentioned at a weekly dropout rate for first-year students. Tinto
The mission statement for the new cen-
staff meeting, and all the tutors for each notes that 2-year colleges have a higher drop-
tre is “Maia provides quality holistic support
student would discuss whether the prob- out rate than 4-year institutions, so it would
for Maori students and staff and promotes lem was a single course issue, or a whole be reasonable to compare bridging educa-
educational and employment opportunities programme issue. tional programmes with the former. Tinto has
available at Unitec to schools, Maori · If it was a single course issue, a decision remarked upon the difficulty in determining
organisations and iwi (tribal groups)” (Maia, was reached as to which tutor would dis- any single indicator of dropout tendency when
2000). cuss the matter with the student; if it was an individual is involved. Some students rise
For students at Unitec, and for Founda- a whole program issue, a staff member over many obstacles to persist and succeed,
tion Studies students in particular, the centre would be designated to do a follow-up with whereas others will dropout when faced with
is an agency to provide a “one stop shop” for the student. similar problems. Risk factors, of which be-
support. Maia has provided: · Where possible, the staff member chosen ing in an ethnic minority group is one, may
· academic support, would be from the same ethnic back- indicate a greater likelihood of failure, but
· pastoral guidance, ground as the student: Maori staff with such failure is not certain.
· cultural support, and Maori student, Pasifika staff with Pasifika continued on page 18
16 Journal of Developmental Education
Volume 28, Number 3, Spring 2005 17
of the first New Zealanders Maia. (2000). A report on Maia - the Maori De-
(pp. 96-105). Auckland, velopment Centre. Auckland, NZ: UNITEC
NZ: Auckland University Institute of Technology.
Press. Maia. (2002). A report on Maia - the Maori De-
Bourdieu, P. (1993). Cul- velopment Centre. Auckland, NZ: UNITEC
tural perspectives. Chi- Institute of Technology.
cago: University of Chi-
Matross, R., & Huesman, R. (2002, June). Char-
cago Press.
acteristics of stopouts versus dropouts. Paper
Davies, L., & Nicholl, K.
presented at the Association for Institu-
(1993). Maori in educa-
tional Research, Toronto, Ontario.
tion - Te Maori i roto i nga
Mohammadi, J. (1994). Exploring retention and
mahi whakaakoranga - A
attrition in a two-year community college.
Figure 4. Dropout rates at the Unitec Institute of Tech- Profile of the position of
Martinsville, VA: Patrick Henry Commu-
nology from 1994 through 2003. Maori across the New
nity College.
Zealand education system.
Ogletree, E. (1992). Analysis of the non-reten-
continued from page 16 Wellington, New Zealand: Learning Me-
tion of CUU first-year students (HE 025 724).
dia, Ministry of Education.
Chicago: Chicago Urban University.
The staff of the School of Foundation Dirkx, P., & Jha, L. (1994). Doing something
Padron, E. (1992). The challenge of first-gen-
Studies believe that the actions taken have about attrition. Lincoln, NE: University of
eration college students: A Miami-Dade
been instrumental in reversing the disturbing Nebraska.
perspective. In S. Zwerling & H. London
trend in dropout rates and also have suc- Hart, M., & Holton, D. (2001, June/July).
(Eds.), First-Generation students: confronting
ceeded to some extent in enabling Maori stu- Bridging institutions: Bridging the class and
dents to have access/failure rates similar to race divide. Paper presented at the Re- the cultural issues (pp. 71-80). San Francisco:
other students. There is, of course, no guar- searching Widening Access: International Jossey-Bass.
antee that practices at Unitec will be as useful Perspectives, Glasgow. Richardson, R., & Skinner, E. (1992). Help-
in other settings. As Baxter (2001) notes, stud- Horn, L., & Carroll, C. (1999). Stopouts or ing first-generation minority students
ies indicate that strategies that work well for stayouts? Undergraduates who leave college in achieve degrees. In S. Zwerling & H. Lon-
minority ethnic school children in one setting their first year. Washington, DC: U.S. De- don (Eds.), First-Generation students: Con-
are not always the most effective for increas- partment of Education, Office of Educa- fronting the cultural issues (pp. 29-43). San
ing participation in a different setting. How- tional Research and Improvement. Francisco: Jossey-Bass.
ever, the proactive approach to pastoral care Hoyt, J. (1998). Factors affecting student reten- Sydow, D., & Sandel, R. (1998). Making stu-
and robust support network provided by tion at UVS. Retrieved June 15, 2001, from dent retention an institutional priority.
Foundation Studies may be contributing to www.uvsc.edu/ir/retention/ Community College Journal of Research &
positive results as reflected in retention in- retentionwrit.up.pdf Practice, 22, 635-643.
creases. Kent State University. (1993). Why students Tinto, V. (1993). Leaving college: Rethinking the
If it is possible to counter the lack of cul- causes and cures of student attrition (2nd ed.).
don’t come back: An investigation of reasons
tural capital (Bourdieu, 1993) in minority eth- Chicago: University of Chicago Press.
why students choose not to come back to college
nic students by a concerted, proactive, and White, J. (1971). Individual and environmental
(JC 950 507). Warren, OH: Kent State Uni-
multipronged approach to academic and pas- factors associated with freshman attrition at a
versity.
toral support, then it may be possible to build multi-campus community college. Washing-
the proverbial “level playing field” to enable Lee, M. (1996). Student retention survey: Why
ton, DC: George Washington University.
these students to study on an equitable foot- students did not return. New York:
ing with their fellow students. This study, Westchester Community College, Valhalla.
along with others (Ogletree, 1992; Tinto, (ERIC Document Reproduction Service
1993), has shown that there is no single magic No. 391 565)
wand. Despite all the efforts of Foundation 11223344556677889900112233445566778899001122334455667788990011221122334455667788990011223344556677889900112233445566778899001122112233445566
Studies staff and other agencies, about 25% 1122R33445566E77889900S11223344E556677A88990011R22334455C66778899H0011221122334455667788990011223344556677889900112233445566778899001122112233445566
of students in the programme still drop out. 11223344556677889900112233445566778899001122334455667788990011221122I33N4455667788990011223344556677889900112233445566778899001122112233445566
What can be done is to constantly strive to 11223344556677889900112233445566778899001122334455667788990011221122D3344E5566V7788E9900L11O223344P55M667788E9900N1122T33A4455L66778899001122112233445566
reduce this number to the lowest dropout rate 11223344556677889900112233445566778899001122334455667788990011221122E3344D5566U7788C9900A1122T3344I55O6677N889900112233445566778899001122112233445566
possible. 11223344556677889900112233445566778899001122334455667788990011221122334455667788990011223344556677889900112233445566778899001122112233445566
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Baxter, A. (2001, June/July). Widening partici- 112233445566778899001122334455667788990011223344$5516627788/v99o0011lu22m1122e3344 (55466 77is88s99u0011e22s33)44;556677889900112233445566778899001122112233445566
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pation to higher education in the north east of 1234567890123456789012345678901212345678901234567890123456789012123456
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England. Paper presented at the Research- 1234567890123456789012345678901212345678901234567890123456789012123456
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ing Widening Access: International Per- 123456789012345678F90o1r2 3s4u5b6s7c89ri0p1t2io12n3 4in56fo78rm90a1t2i3o4n5 6v7i8s9it0123456789012123456
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spectives, Glasgow. 1234567890123456789012345678901212345678901234567890123456789012123456
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Biggs, B. (1994). Does Maori have a closest 1234567890123456789012345678901212345678901234567890123456789012123456
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relative? In D.G. Sutton (Ed.), The origins 1234567890123456789012345678901212345678901234567890123456789012123456
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18 Journal of Developmental Education
26th KKellogg THE KELLOGG INSTITUTE EXPERIENCE
The four-week on-campus residency:
• a living/learning community environment
I
I • informal networking/information sharing
nstitute
• four week-long seminars on current topics
• state-of-the-art strategies for efficient operation of
developmental and learning assistance programs
• faculty has included recognized experts such as James
for the training and certification Anderson, David Arendale, Barbara Bonham, Hunter
Boylan, Nancy Cariuollo, Martha Casazza, Frank Christ,
of developmental educators Susan Clark-Thayer, Chuck Claxton, Anita George, Gene
Kerstiens, Georgine Materniak, Martha Maxwell, Ross
June 25-July 22, 2005
MacDonald, Ed Morante, Genevieve Ramirez, John
Roueche, Gladys Shaw, Pat Smittle, Barbara Soloman and
Milton Spann
Celebrating 26 years of • recreation amidst the scenic beauty of the Blue Ridge
Mountains
professional training • optional credit leading toward the M.A. or Ed.S. in Higher
Education and the Ph.D. program at Grambling State
University, LA
For application/information, write or call: The supervised practicum project:
Director, Kellogg Institute • completed at home campus
ASU Box 32098 • uses learning from the residency
• impacts the institutional developmental program/learning
Appalachian State University
center
Boone, NC 28608-2098
[phone]
www.ncde.appstate.edu
Volume 28, Number 3, Spring 2005 19