In fall 2022, City University of New York (CUNY) moved away from a traditional remedial course model for math and English and instead embraced the corequisite approach, which allows students to enroll in college-level courses with built-in support for the students who need it. Klaudia Wiacek investigates how CUNY students and staff feel about the major reform nearly one year after its implementation.
In the latest installment of our teaching and learning blog series, Susan Bickerstaff and Maria Cormier describe how three design principles from CUNY Start, a pre-college developmental education program, could be adapted to support broader improvements to instruction.
This post introduces CCRC's new blog series on teaching in community college. This summer, we will go inside the classroom to understand more about the practices that define high-quality instruction.
Drawing on lessons learned from CUNY ASAP, iPass, and faculty development cycles, this blog post explores why some reforms prove successful in multiple contexts, while others do not.
