The thoughtful utilization of student course evaluation data has been documented in the literature as a way to significantly improve student learning outcomes and the overall quality of instruction. However, at many community colleges, course evaluations continue to be used only for summative purposes or as a generic measure of instructor…

Less than half of the students in the United States graduate from high school and are ready to take college-level math courses. Many years and varieties of remedial math programs have failed to dramatically improve outcomes, especially at scale. The question we face is whether technology in general, and open educational resources in particular,…

The roster of developmental programs available to students in community colleges is expanding, though remedial education itself does remain a marginal aspect of higher education. The programs are usually under-funded, segregated from "regular" offerings, and taught by part-timers. This report suggests that the colleges are sending signals that…

Southern College of Technology (SCT) is the only institution in the University of Georgia system to offer a developmental physics course to give students with no previous physics coursework the conceptual background and vocabulary needed to complete SCT's physics requirements. The eight sections of the developmental course focus on: (1) literal…

The Virginia STEPS (Student/Teacher Education Planning System) was developed to enable adult basic education (ABE) students to become independent learners responsible for planning, carrying out, evaluating, and making adjustments in their education. ABE instructors at Blackhawk Technical College in Wisconsin have adapted the STEPS model to make…