Jeanne L. Higbee

Student and Faculty Perceptions of Behaviors that Constitute Cheating.

This research assesses whether faculty members and students consider specific behaviors cheating, and why or why not. This study differs from previous research in that it allows students and faculty to indicate conditions that may influence their opinions regarding the integrity of academic practices. It is imperative that faculty members, advisors, counselors, and staff involved in new student orientation address academic honesty issues with students.

The Relationship between Involvement and Success in Developmental Algebra

This article reports the results of research conducted to investigate the relationship between involvement in learning mathematics and achievement as measured by test scores and course grades. Attendance is the one measure of effort most closely related to success in developmental mathematics. Among affective variables measured, academic autonomy was consistently related to outcome measures.

Assessing Our Commitment to Multiculturalism: Student Perspectives

In a previous article published in the Journal of College Reading and Learning, we presented the results of a self-study of our commitment as faculty and staff members to providing a multicultural learning experience for our students. This follow-up article provides the findings of a study conducted during spring semester 2004 to explore student perceptions of their multicultural experiences within the same academic unit. In the discussion that follows, we also address differences in perceptions between educators and students, based on the results of our previous research.

Assessing Our Commitment to Providing a Multicultural Learning Experience

This article provides the quantitative results of a study undertaken by a developmental education program within a large public urban research university to explore the extent to which employees perceive that they themselves and the program as a whole create a welcoming multicultural learning experience for all students. The questionnaire used for this research adapts for higher education a multicultural education assessment instrument (Banks et al., 2001) originally created specifically for elementary and secondary educational institutions.

Reflections on Multiculturalism in Developmental Education

Unprecedented challenges have accompanied increasing demographic diversity and calls for educational accountability. Meeting these challenges requires bringing new conceptual tools to bear on specific dilemmas in local contexts. But one of the most significant new tools—the theoretical perspectives of multiculturalism—has been frozen by a paralyzing debate. This article reports on an effort to better understand the impasse and create conditions for constructive local discussions and reforms relating to multiculturalism. We report how a group of developmental education professionals in a large, interdisciplinary developmental education unit understand multiculturalism. We also explore the potentials and challenges involved in initiating local conversation about multiculturalism.

Pedagogy of Inclusion: Integrated Multicultural Instructional Design

This article presents integrated multicultural instructional design (IMID), a new pedagogical model that is responsive to the growing student diversity in postsecondary institutions in the U.S. and throughout the world. This work builds on previous research articles in the Journal of College Reading and Learning related to assessing our commitment to multiculturalism. Course evaluation results from a pilot implementation project involving 5 faculty members are also discussed, and the PIRIMID course evaluation template is provided.

College Students with Attention Deficit Disorder

The population of students on college campuses diagnosed with Attention Deficit Disorder (ADD) is rapidly increasing. This article provides current information regarding the definition and diagnosis of ADD in adults and can assist counselors, advisors, faculty, student affairs administrators, and disability support staff with the determination of appropriate academic accommodations and support services, as required by the Americans with Disabilities Act of 1990. Recommendations for networking with faculty and devising study strategies for students are proposed.

Building Effective Places for Multicultural Learning.

Architects who use universal design create accessible spaces for diverse users. Jeanne Higbee and Heidi Barajas describe how that model can be adapted to the design of effective learning environments for a wide range of students.

Serving the Diverse Needs of Students with Disabilities through Technology

The passage of the Americans with Disabilities Act of 1990 has resulted in increased enrollment of students with disabilities in postsecondary education institutions and programs. The purpose of this article is to acquaint educators with new technology available to accommodate students with disabilities and promote equal access.

Beyond University 101: Elective Courses to Enhance Retention

This article describes a series of elective courses that respond to academic needs articulated by both faculty and students. Two of the courses, “Learning to Learn” and “Strategies for Academic Success,” taught by Academic Assistance reading and counseling faculty respectively, are now offered for graduation credit. Other courses, which bear institutional credit, are designed to develop skills in such areas as critical thinking, problem solving, and writing, or to assist students in adjusting to college life. Several courses have been created to address the needs of specific populations, such as multilingual students. Enrollment in this series of courses consistently meets or exceeds registration limits.