July 15, 2020 – July 16, 2020 | Dana Center Corequisite Webinars for Higher Ed Mathematics Faculty
In this webinar produced by the University of Texas at Austin Charles A. Dana Center, CCRC Senior Research Scholar Nikki Edgecombe led a conversation on how to administer corequisite courses online in an equitable way.
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.
More College Students May Need Remedial Help This Fall. Can They Get It Online?
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.
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.
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.