At California State University, Fresno, an online bachelor's degree completion program supports stopped-out students' return to college. English professor and program coordinator Allison Mandaville writes about the program's design, goals, and ways it supports and engages students.
Carl Lewandowski explores innovative practices happening in corequisite courses at Arkansas State University Mid-South that are aimed at keeping students engaged and feeling like they belong in the classroom and on campus.
In the second part of a series on how Onondaga Community College transformed their developmental education course structures, English professor Malkiel Choseed describes how the college integrated corequisite support for first-year composition into one credit-bearing course that contributed to improvements in overall course outcomes for all students.
A new report introduces a set of dual enrollment momentum metrics that capture participation and academic progress of high school dual enrollment students, and assesses how reliably these metrics predict postsecondary success. In this blog post, the report authors outline their findings.
Learn how faculty at the Community College of Baltimore County have started thinking beyond success rates in their own courses toward the bigger goal of student completion by implementing cross-disciplinary microlessons to help students make connections between subjects.
