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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.

Where We’ve Been and Where We’re Going

The 2018–2020 biennial report provides an overview of CCRC’s work, outlines the necessity of continued research and support for community colleges, and offers a snapshot of the organization's past and projected future.

Developing Eyes to See Students: A Math Instructor’s Perspective on Lesson Study

The Lesson Study model of professional development allows instructors to improve their practice by working together and building a supportive community, writes Carrie Kyser, who teaches at Clackamas Community College.

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