How can instructors prepare students for college-level courses and beyond when many students enter the classroom in need of significant support to develop their academic skills and knowledge? This issue of Inside Out, a publication of CCRC’s Scaling Innovation project, addresses this question by describing how community college faculty are working to increase rigor within reformed developmental education classrooms. The authors focus on three strategies instructors have utilized to create a more rigorous curriculum and new instructional approaches, and they describe faculty and student experiences with these strategies in developmental courses.
A response to this issue of Inside Out by W. Norton Grubb, David Gardner Chair in Higher Education at the University of California, Berkeley, is also available for download.
