CAPR Blog
Moving Developmental Math Online: Lessons from College Students and Faculty in Tennessee
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.
Implementation from Both Sides: A Look into a Joint K-12 and Postsecondary Math Reform
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.
Next Generation Developmental Reform at Colleges Large and Small, Urban and Rural
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.
Keeping Equity at the Center of Developmental Mathematics Reforms
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.
Reestablishing the Purpose of Collaboration in Higher Education
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.
Video: The Evolution of Multiple Measures Placement at CAPR Study Colleges
In this video from our 2019 conference, representatives from three SUNY colleges explain how their placement systems evolved after the CAPR study on multiple measures assessment and placement ended.