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.
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.
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.
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.
Community college presidents are crucial in fostering a campus culture that allows strong teaching to flourish. This blog post describes four ways leaders can embrace and encourage highly effective practice in the classroom.
