In five sessions at DREAM, CCRC researchers and partners explained how they are working with colleges, state systems, and other organizations on the next generation of student success research.
In this Q&A, Al Solano, founder of the Continuous Learning Institute, shares his expertise in fostering collaboration among educators through the Inquiry and Action Model.
Jamie Whittington-Studer and Crystal Salas of Moorpark College explore key takeaways from their college's implementation of a tutoring program that makes reaching out for support as simple as sending a text.
Although the rise in online coursetaking has benefits in terms of convenience and flexibility for students, it is not without challenges. Two new reports offer insights into approaches that can help colleges support students in online courses, particularly STEM courses.
For university faculty, disciplinary societies provide support throughout their careers—stimulating new ideas and fostering collaborations. How can these supports be more accessible to faculty teaching in community colleges? A new report summarizes the outcomes of a 2023 workshop that created action plans for increased collaboration and engagement.
This post describes the benefits that disciplinary societies can offer community college faculty and students and shares findings from a report on the recent workshop Strengthening Engagement Between Disciplinary Societies and Community Colleges.
A $10 million award from the U.S. Department of Education's Institute of Education Sciences will fund a partnership between broad-access colleges and researchers at CCRC and SRI International.
This blog post describes the professional development strategy lesson study, as well as three new resources that aim to support faculty as they enhance and refine their instructional practice.
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.
