Despite the success of structural reforms to developmental education like corequisite courses and multiple measures assessment, not all students have benefited from reformed models. In the next generation of reform, some colleges are addressing these disparities with homegrown innovations to teaching, learning, and support in corequisite courses.
In a May 13, 2026 webinar, CCRC researchers Amy Brown and Carl Lewandowski shared research findings and tools used by four community colleges involved in a year-long community of practice (CoP) to identify barriers students face in corequisite classes and develop practices to address them. They also highlighted student perspectives from project research. In a panel discussion, one member of each college team shared what their team accomplished in the CoP and strategies for developing practices to improve student outcomes in corequisite courses. The panelists were Shelly Sullens, assistant dean for academic achievement and math instructor at Arkansas State University Mid-South; Erin Mann, dean of humanities at Volunteer State Community College; Jason Garrett, acting dean of academic affairs-social and behavioral sciences and director of student academic support and foster and kinship care at Hartnell College; and Mary Elizabeth Gore, assistant professor of mathematics at the Community College of Baltimore County.
Read the publication and blogs below to learn more about the Developmental Education Reform Innovation Incubator and the participating colleges’ innovative practices:
- Next-Generation Developmental Education Reform: Developing Practices to Reduce Disparities and Improve Outcomes
- From Lone Wolf to Peer Support: The Power of Math Collaboration at Hartnell College
- How CCBC’s Math and English Faculty Are Building a Bridge for Student Success
You can view a recording of the webinar below.
