This chapter presents pedagogical challenges to reform in developmental education and observations of best practices gleaned from successful mathematics developmental education classrooms.

This article discusses service-learning as a teaching strategy that can enhance and improve learning outcomes for students in developmental education, increase civic engagement, and aid in student persistence and completion.

This chapter outlines the beginning of this important work in Oregon; describes how we are able to make such dramatic change across the state without being a system or having a mandate, progress to date, and future directions.

This chapter considers difficulties with traditionally organized developmental math course sequences from the literature and practice. We then report initial student success findings following the system-wide implementation of a corequisite model in developmental math.

This chapter describes the structure and implementation of a redesign of developmental education in the Virginia Community College System, discusses preliminary descriptive findings from an evaluation of the redesign, and shares lessons for the field.

This chapter discusses the importance of scrutinizing the outcomes of developmental education reforms across race/ethnicity, socioeconomic status, gender, and level of developmental need.

This chapter identifies some of the challenges surrounding data collection and analysis regarding development students, including testing and identifying academic needs, placement determination, and measuring student outcomes.

This chapter describes how the authors are using data and professional learning to mobilize change in developmental English and mathematics curricula and pedagogy across multiple community colleges in California.

The college completion agenda, in concert with recent research, has brought scrutiny to the shortcomings of community college remedial programs. Remedial, or developmental, education has come to be seen as a hindrance to student progress and attainment rather than as a support. In this chapter, the authors describe new approaches to help students…

This chapter describes a promising new approach to teaching developmental arithmetic and prealgebra, and presents research findings that demonstrate how a faculty support network helped instructors adopt new teaching strategies and gain confidence in teaching the reformed course.

This chapter tells a story of course reform, describing in a fresh and candid way the steps taken toward change and the results achieved. The authors emphasize that instructors need considerable support in order to teach differently, as well as underscore the need to consider scalability of reform even at the pilot stage.

Four elements contribute to a classroom's success or failure as a learning environment: student needs, instructor approach, course content, and institutional setting. This chapter discusses the challenge of aligning these elements in the developmental classroom.

With large numbers of underprepared students enrolling at community colleges, faculty are beginning to recognize that developmental education is a collegewide responsibility that needs to be fully integrated with the college's broader curriculum and varied missions. (Contains 1 table.)

Developmental education is one of the most difficult issues confronting community colleges. Community colleges are charged with teaching students college-level material, yet a majority of their students arrive with academic skills in at least one subject area that are judged to be too weak to allow them to engage successfully in college-level…

Urges community colleges to provide the instruction necessary for foreign students to develop proficiency in English, focusing on program options (intensive, semi-intensive, support services), staffing, international students advisers, placement examinations, program evaluation, and possibilities for technical assistance. (AYC)