Publications

This Postsecondary Teaching with Technology Collaborative brief examines how students develop and use self-directed learning (SDL) skills—motivational, metacognitive, and applied learning processes that enable them to sustain effort, reflect on progress, set goals, and adapt their study strategies.

This journal article reviews evidence on adult learners taking online courses, describes online teaching practices that draw on a self-directed learning skills framework, and outlines an evidence-based embedded coaching program that improves student outcomes.

Using clickstream data from five online courses, this article presents preliminary findings from a rapid-cycle evaluation testing the use of videos and prompts as technology-supported instructional strategies designed to improve self-regulated learning in online classrooms.

This Postsecondary Teaching with Technology Collaborative report examines how faculty and staff at nine institutions reconsidered students’ online learning needs in the midst of the pandemic, and it explores how supports were offered to help students strengthen their self-directed learning skills.

This Postsecondary Teaching with Technology Collaborative brief discusses some of the challenges with online teaching reported by STEM instructors, describes a self-directed learning (SDL) framework to address these challenges, and highlights support strategies that can be integrated into teaching practices.

Drawing on quantitative and qualitative data, this report presents findings from research on humanities coursetaking at Michigan community colleges conducted as part of the Strengthening Michigan Humanities project.

This article describes how lesson study—a structured, collaborative professional development intervention—encouraged developmental mathematics faculty at three community colleges to implement new approaches to instruction.

This report describes a project undertaken by CCRC, Education Northwest, and three Oregon community colleges to adapt lesson study for use among faculty teaching a precollege (developmental) quantitative literacy course.

This article argues that by tying instructional improvement efforts to ongoing reforms, colleges may be able to take advantage of structures and mechanisms employed by the reform to make teaching an institutional priority.

This article establishes the importance of adjunct faculty in supporting student success, describes the experiences of adjunct faculty, and offers suggestions for disciplinary societies that seek to meet the needs of adjunct faculty.

This report describes findings from a study of a two-year initiative led by Achieving the Dream to develop and implement strategies to support adjunct faculty in improving student outcomes.

This paper describes the professional development model used in CUNY Start, a program developed at the City University of New York to support entering students identified as academically underprepared in literacy and mathematics.

This paper discusses what is known about humanities coursework in community colleges, outlines key challenges facing humanities education in this sector, and considers approaches to addressing these challenges

Drawing on data from six community colleges, this paper estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses and explores potential explanations for these effects.

This CAPR report examines how four Texas community colleges implemented Dana Center Mathematics Pathways (DCMP) and the impact of DCMP on student outcomes over as many as four semesters. Costs of the initiative and student perspectives are also discussed.

This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults’ literacy skills.

This short report provides a rationale for implementing Lesson Study, a collaborative and structured professional development approach, in the community college context.

This paper describes key features of CUNY Start mathematics and how it differs from traditional developmental education.

This paper examines factors within the community college context that affect the experiences and academic outcomes of the English learner population broadly and students who enroll in ESL courses in particular.

Using interview, focus group, and survey data, this brief explores the experiences of part-time faculty at six Achieving the Dream leader colleges working to engage adjunct faculty in student success initiatives.