This issue of Inside Out, a publication of CCRC’s Scaling Innovation project, explores how developmental education reforms can create opportunities for faculty to engage in professional learning related to instruction. The authors present a case study at Fullerton College, where the process of redesigning a developmental English course influenced instructors’ everyday work of classroom teaching. Based on their observations across the Scaling Innovation partner sites, the authors outline a three-part framework for designing effective professional learning opportunities.
A response to this issue of Inside Out by Barbara Lontz, Assistant Professor of Mathematics at Montgomery County Community College, is also available for download.
