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.
Is noncredit developmental education really helping students? English professor Malkiel Choseed explores what happened when Onondaga Community College did away with developmental English courses and implemented corequisite courses, which allowed all incoming students to earn college credit for their first-year composition courses.
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