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.
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.