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       NADE Name Changed to NOSS - "National Organization for Student Success"


NOSS Annual Conference Registration Open


Name Change Announcement

We are happy to announce the National Association for Developmental Education (NADE) is now officially known as the National Organization for Student Success (NOSS).

In 1976, NADE began as the National Association for Remedial/Developmental Education Studies in Postsecondary Education or NAR/DSPE.  The organization has continually offered professional development opportunities for faculty and support staff in higher education for 43 years, and that will not change as we move forward.  The decision to change the name has been years in the making with much research and opportunities for member input. The name change will allow our organization to continue what NADE began as our purpose.  We will:

  • focus on the academic success of student
  • provide professional development for administrators, faculty, and support professionals
  • support student learning
  • provide public leadership
  • disseminate exemplary models of practice
  • coordinate efforts with other organizations
  • facilitate communication among educational professionals.

Our commitment to our members remains unchanged. By re-branding ourselves as the National Organization for Student Success, we are expanding our commitment to growth and community which is reflected in our new logo.

We are in the beginning stages of the re-branding process, which includes creating a timeline for the roll-out, taking appropriate and legal steps to officially change the name, and identifying marketing steps that need to be taken to ensure those outside of NOSS are aware of the change. As such, we first want to share the following information:

CHAPTER LEADERS:  As the national board continues work on the re-branding, the marketing committee is creating a "Tool Box" of resources for chapters that wish to change their names. Chapter presidents should expect the Tool Box by April 1, 2019. We will keep you informed of changes throughout the process.

NETWORK, COMMITTEE CHAIRS & ACCREDITATION COMMISSION:  We will ensure that you, as leaders of the organization, have a voice and are aware of any changes impacting Networks, Committees, or the Accreditation Commission.

MEMBERS:  Our goal is to be forthcoming with information in a timely manner to ensure that you are aware of how we are progressing.

Please carefully read newsletters and emails from NOSS as we go through this process.  Stay tuned!


On behalf of the Executive Board, I welcome you to our website.  I hope you will find it easy to use and that all the information you are looking for is at your fingertips.  The NOSS website is intended to serve as a resource for your professional needs, provide you with opportunities to learn about our organization, and a place to learn from others in our field.  Please contact us for more information, we are here to work together for the good of the organization. 

“Alone we can do so little; together we can do so much.” ~ Helen Keller

--Denise Lujan, President 

2020 NOSS Conference web site link

Mississippi Association for Developmental Education is the Mississippi chapter of the National Association for Developmental Education

MADE News and Announcements

"Must See" Webinar

January 24, 2020, 3:00 pm ET

"California Transformation: Lessons for Other States on Placement

Reform and Co-requisite Models"
Dr. Katie Hern, Chabot College

Katie Hern is one of the national leaders in developmental education

reform - and she has a lot to share.  It's a great opportunity to ask

questions and try to determine future directions for our own states and

colleges.  THIS IS A MUST SEE and PARTICIPATE.  Share your voice/concerns/Ideas.  Visit the NOSS site to register.

Developmental education is being transformed across the largest system of higher education in the United States. Recent legislation requires California's 115 community colleges to use high school grades to place students into the English and math courses where they have the best chance of completing transferable, college-level courses within one year. Virtually all students have the right to bypass stand-alone developmental prerequisites and begin directly in college-level courses, and colleges are replacing traditional remedial prerequisites with corequisite models in which students enroll directly in college-level courses with concurrent support. This webinar will feature student stories and early results from colleges making these changes, as well as research and implementation details that participants can consider for their own contexts.

Katie Hern, Ed.D., is an English Instructor at Skyline College and Co-Founder of the California Acceleration Project (CAP), a professional development network that supports the state’s 115 community colleges to transform remediation and increase student completion and equity. Hern speaks nationally on remediation reform and integrated reading and writing. Her publications focus on the need to rethink placement, design principles for teaching accelerated English and math, pedagogy for integrated reading and writing, and the equity imperative of transforming remediation. Along with CAP Co-Founder Myra Snell, Hern was named to the Washington Monthly’s “16 Most Innovative People in Higher Education” in 2016.