Here, CAPR's Elisabeth Barnett explains how several SUNY community colleges adapted their approaches to assessment and placement for students entering college in fall 2020 to account for limitations posed by the COVID-19 pandemic.
Though the COVID-19 pandemic forced colleges to move online quickly, the use of technology in developmental courses is not new. Here, Angela Boatman describes findings from her study of a hybrid course instruction model in Tennessee that may help practitioners navigate the current context.
Kathleen Almy led Illinois's transitional math course reform; now she's supporting high schools as they implement it. Working on both sides of the reform, she writes, has been an eye-opening experience.
Discussions with faculty at November’s CAPR conference made one thing perfectly clear: Now is no time to rest. Faculty from colleges at all different stages of developmental education reform were considering what they could do next to help more students thrive.