Research on developmental education reform has given surprisingly limited attention to what happens inside the classroom between faculty and students. Our qualitative study used interview data from 20 faculty and 20 students in corequisite math and English courses at one of the nation's largest and most racially diverse community college systems.…

The first-year experiences of six African American male students participating in a developmental education program at a community college were examined. African American male students constitute a significant proportion of those who struggle with academic performance. The initial year of college can be challenging for African American males,…

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 mixed methods study examined the impact of grit and self-efficacy and the factors of these constructs on the performance of at-risk, developmental placement students, surveying 184 first-year students before the midterm point of their first semester. Following the quantitative portion, six upperclassmen, who had started their careers in the…

The corequisite support model is a promising developmental education reform effort that is helping students transition into college-level coursework more quickly. The purpose of this chapter is to shed light on the critical leadership that has enhanced student success in corequisite courses and hold promise in enhancing equity within developmental…

The purpose of the study was to understand how faculty and counselors perceive student persistence, retention, and college readiness in relation to student academic success. The qualitative approach was utilized to obtain a deeper understanding of the lived experiences of the participants. Purposeful sampling was utilized to select faculty and…

We pilot tested an identity-based relevance-writing intervention designed to support developmental community college students' (N = 54) educational commitment, value, and persistence. The intervention was embedded within regular journal assignments in two study skills courses with a third section serving as a comparison group. The intervention…

This article continues the conversation begun in Armstrong's (2020) call to Dev Ed'rs kept awake by uncertainty about their professional identity and the future of "The Field" of developmental education and college literacy. Through the lenses of critical discourse analysis and discourse communities, the author examined how Dev Ed'rs…

The present grant funded study by the Office of Research and Sponsored Projects investigated the effects of a chronological multicultural mathematics (CMM) framework on math identity and math achievement of student participants enrolled in two virtual post-secondary developmental math courses (N = 9). The students were selected due to an inability…

Drawing inspiration from two foundational publications that put forth "Ten Recommendations" for supporting students' reading and learning, this manuscript provides an updated list of ten recommendations tailored for professionals in learning assistance centers. Given the ever-changing landscape of developmental education and academic…

Close to two million first-year undergraduates enroll in developmental education each year. According to recent national estimates, less than half of students who start in developmental education go on to complete gateway courses and less than one-third eventually earn a degree. However, more research is needed to better assess potential…

A significant number of students enter community colleges with developmental education (DE) needs in reading, writing, and mathematics. Many of these students are typically referred to more than one level of DE courses before they can enroll in a college-level course. This has led to lower than desired success rate of DE students over the years.…

This study examined how community college students' reflective sentiments about learning with the Intelligent Tutoring System (ITS) ALEKS evolved in three developmental pre-Algebra Mathematics courses and how students' sentiments related to their metacognitive awareness and learning performance. Thirty-nine students participated in this study.…

The purpose of this quantitative research study was to describe and compare Black community college students' perceptions of engagement. The sample used in this study was 114 students in an online developmental mathematics class at a historically Black community college (HBCC). The study was based on the theoretical framework of Moore's model and…

Supporting Strategic Writers (SSW) is an instructional approach and curriculum for college developmental English and integrated reading and writing courses. SSW is based on strategy instruction integrated with practices common in college English. Students learn strategies for writing and critical reading of sources based on rhetorical analysis and…