CAPR Blog
Faculty and Teaching Matter: Building the Next Reform Movement in Postsecondary Mathematics
Changes to placement policies and reforms to course sequences and curriculum have reshaped the landscape of mathematics in community colleges. A new study suggests that within this new and improved landscape, researchers, leaders, and advocates must turn their attention to teaching quality and its role in improving outcomes in mathematics.
Researching AI for Learning in the Community College Classroom
How can artificial intelligence (AI) become a tool for learning instead of a threat to the integrity of college writing instruction? Two instructors of first-year and corequisite English at the Community College of Baltimore County share experiences with AI in their own classrooms.
Using AI for Learning in the Community College Classroom
How can artificial intelligence be used productively in the classroom? Can it ever be used ethically? Nancy Murray takes on these questions as she reflects on her own experiences with ChatGPT in the classroom.
Multiple Measures Assessment in a Corequisite Remediation Context
Both corequisite remediation and Multiple Measures Assessment (MMA) have been shown to get more students into college-level courses more quickly and to help students pass those courses. But what happens when colleges use corequisites and MMA together? A new CAPR study investigates how placement recommendations using high school GPA and other measures can improve student success in college-level courses.
A New CAPR and CUNY Partnership to Explore Corequisite Implementation
At the start of 2023, CAPR began a partnership with CUNY on a study exploring the experiences of students and faculty and student achievement under different corequisite models. Hollie Daniels and Maggie P. Fay highlight details of the corequisite study at CUNY.
The Strengths and Challenges of Corequisite Developmental Education in Texas
Researchers at the Center for Postsecondary Success at Florida State University break down their study on how institutions implemented corequisites and statewide student outcomes in light of HB 2223 and examine the relationships between corequisite intensity, structure, and student success in passing developmental courses and accumulating credits in the first year.