Examining Faculty Questions to Facilitate Instructional Improvement in Higher Education
This article uses qualitative data from a multi-campus study of instructional reform in developmental education to present a typology of questions raised by community college faculty teaching in reformed contexts.
Redesigning Arithmetic for Student Success: Supporting Faculty to Teach in New Ways
This chapter describes a promising approach to teaching developmental arithmetic and prealgebra and presents findings on a faculty support network that helped instructors adopt new teaching strategies.
Adaptability to Online Learning: Differences Across Types of Students and Academic Subject Areas
This study examines how well students adapt to the online environment in terms of their ability to persist and earn strong grades in online courses relative to their ability to do so in face-to-face courses.
Choosing Between Online and Face-to-Face Courses
This article discusses community college students’ experiences with online and face-to-face learning and implications for community colleges.
Faculty Orientations Toward Instructional Reform
This issue of Inside Out identifies and explores the implications of three faculty orientations toward reform that consistently manifest when an innovation is introduced: ready to act, ambivalent, and reluctant to change.