The Community College Pathways initiative consists of two pathways, Statway® and Quantway®, that accelerate post-secondary students' progress through their developmental mathematics sequence and a college-level course for credit. Launched in 2011, the Pathways have been remarkably successful, helping thousands of students achieve success in…

This study focused on a redesigned reading program that integrated project-based activities through the contextualization of reading and information literacy strategies using library databases. Students completing the new reading curriculum were compared to students who had completed a traditional reading curriculum to assess for differences in…

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.

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.

The authors describe an Enhanced Formative Assessment and Self-Regulated Learning (EFA-SRL) program designed to improve the achievement of community college students enrolled in developmental mathematics courses. Their model includes the use of specially formatted quizzes designed to assess both the students' mathematics and metacognitive skill…

The Community College Pathways (CCP) program had an outstanding second year. In 2012-2013, the program reproduced the positive outcomes realized in the first year of implementation, including successful course completion rates of over 50 percent for both Pathways. Simultaneously, the administration of the Pathways has continued to develop and…

Marla Kincaid (Adjunct Instructor, Austin Community College M.A., Developmental Education Department of Curriculum and Instruction Texas State University-San Marcos) interviewed the following leaders in the field of Developmental Education: (1) Dr. Olatunde Ogunyemi, Professor in the Department of Educational Leadership at Grambling State…

Three community colleges--El Paso Community College, Bunker Hill Community College, and Patrick Henry Community College--incorporated technology into the curriculum to support student progress in mathematics through developmental education. Each college took its own path: El Paso developed a self-accelerated emporium-style computer lab, Patrick…

This brief summarizes efforts to reform developmental education at Zane State College and the Community College of Baltimore County (CCBC). Focused on accelerating student success and progress, the two schools pursued distinctive approaches to reform that aligned with their institutional missions and student populations. Recognizing that the…

In this article, Gwen Taylor describes the West Kentucky Community and Technical College (WKCTC) groundbreaking program, "Accelerating Opportunity" (AO), which targeted students who are deficient in math, reading, or writing. The program uses the Washington State Board for Community & Technical Colleges' (2013) Integrated Basic…

This article provides an overview of GED holders admitted into the Successful Transition and Retention Track (START) two-year pilot-project. An enhanced college-success course, career and mental-health counseling, and English and mathematics tutoring acclimated GED holders to college. Results suggest that postsecondary educational attainment of…

In November 2011, the author--Ivan Fuller, a professor of theatre and associate dean of the School of Fine and Performing Arts at Rider University--attended a joint symposium of the American Conference of Academic Deans and Phi Beta Kappa that was designed to wrestle with the question of why the humanities matter. At one session, participants…

The purpose of this study was threefold: (a) to describe the impact the SLS courses had on the retention and success rates of students who were taking developmental English courses at FSCJ-Kent Campus, (b) to explain how students taking developmental English felt the SLS courses impacted them, and (c) to find out what elements of the SLS program…

The expectations of first-year students are becoming more widely researched and understood. How to realign perceptions and prepare students for the transition from secondary school to tertiary education is less well considered. This paper presents an account of a pre-university preparation programme embedded in the senior years of secondary…