At Volunteer State Community College in Tennessee, a professional development program designed to help faculty understand the needs and strengths of students taking corequisite courses is central to the college's approach to developmental education reform.
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.
In this webinar, CCRC researchers Amy Brown and Carl Lewandowski share research findings and tools used by four community colleges involved in a year-long community of practice to identify barriers students face in corequisite classes and develop practices to address them.
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.
Though it can be challenging to implement collaborative and relationship-building approaches in math, Hartnell College in California has succeeded in creating a department-wide environment where collaboration and support is the norm. Learn more about what Hartnell is doing in this blog post.
Search the CCRC blog
Explore trends in community college outcomes with our interactive data visualizations.
