The Year in Review: A Look Back at CCRC in 2019

Before 2019 is up, take a stroll down memory lane to check out what you may have missed from CCRC. From presentations and new papers to blog posts and our CAPR conference, it’s been quite the year!

The Secret Sauce to District-Wide Guided Pathways Governance and Employer Engagement

Jothany Blackwood of San Antonio College describes four specific strategies for facilitating strong governance and employer engagement when implementing whole-college reforms.

Learning With Colleges About How to Enact Whole-College Reforms

In the latest installment in our guided pathways blog series, Alison Kadlec, who co-founded Sova, describes five principles for helping higher education institutions build capacity for large-scale change.

The Untapped Potential of Librarians in Supporting Guided Pathways

In this blog post, Shanna Smith Jaggars, one of the coauthors of Redesigning America's Community Colleges, describes a section of the book that was left on the cutting room floor: how librarians can bolster guided pathways.

CCRC Working With Colleges to Create Data Tool for Aligning Credit and Noncredit Programs

In this blog post, CCRC's Maria Cormier describes a new project aimed at facilitating and improving colleges' efforts to better align their credit and noncredit offerings.

Guided Pathways at Community College of Philadelphia: A Catalyst for Institutional Change

In the second installment of our practitioner blog series, the president of Community College of Philadelphia describes how thoughtfully engaging the entire campus community in guided pathways work bolstered the impact of the reform.

Acceleration for All? Mapping Racial Equity in Access to AP and Dual Enrollment

In a new CCRC working paper, Di Xu, John Fink, and Sabrina Solanki look at participation in Advanced Placement and dual enrollment courses across the country and how they differ by race and ethnicity. Here, John Fink presents two interactive tools for exploring their findings by district and metro area.

Lesson Study at Portland Community College: Is a Collaborative Approach to Active Learning Sustainable?

In this Q&A, Michele Marden, who teaches developmental mathematics at Portland Community College, describes her experience with Lesson Study. She enjoyed the opportunity to work with colleagues but questioned the longevity of the intervention in the wake of limited resources.

Supporting the Supporters: Empowering Adjuncts to Promote Student Success

Students in developmental and gateway courses taught by adjunct faculty have negative longer-term outcomes but positive or neutral short-term outcomes. In this blog post, CCRC's Florence Ran and Susan Bickerstaff outline explanations for why.

Letter From the Director: Reflections on a Year at CCRC

CCRC Director Thomas Brock highlights community college reform initiatives and research projects at the core of the center's work and describes two new studies that aim to inform the development of solutions in the field moving forward.

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