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.
Tiffany E. Taylor, associate program officer for the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine, outlines strategies for making developmental mathematics reforms more equitable.
In this third installment of reflections from participants in the Kellogg Institute, Mariot Valcin, Jr., argues that college educators and staff need to work together to connect students with the supports they need to succeed, particularly when those students come from disadvantaged backgrounds.
Equity was a major topic of conversation at the 2019 CAPR conference, as practitioners, policymakers, and other attendees emphasized the importance of implementing reforms that take college context and student demographics into account.
In this essay, Jonathan T. Warnock of the South Carolina Organization for Student Success describes his experience at the Kellogg Institute and questions how educators can reframe the purpose of developmental education to better serve students' needs as lifelong learners.