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ERIC Number: EJ1084665
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: ERIC
ISSN: ISSN-1046-3364
Enhancing Faculty Pedagogy and Student Outcomes in Developmental Math and English through an Online Community of Practice
Khoule, Alioune; Pacht, Michelle; Schwartz, Jesse W.; van Slyck, Phyllis
Research & Teaching in Developmental Education, v32 n1 p35-45 Fall 2015
One of the most important topics for faculty in public higher education, especially at community colleges, is how to help developmental students succeed. Students requiring basic mathematics and English courses are the most at-risk college students in public education today. The authors received a grant from the Kresge Foundation that funded the creation of an online professional development project called "Taking College Teaching Seriously," which was designed to enhance teaching and learning for both full-time and part-time faculty members teaching developmental math and English at community colleges. "Taking College Teaching Seriously" uses the processes honed over the past four years, creating the "tools and routines" of a practice improvement model using a technology, Classroom Notebook. It emerged from the engagement, observation, and assessment of the work of outstandingly successful faculty, is integrated with actual teaching, and involves self-reflection and peer exchange--critical elements of adult learning and behavioral change. It is designed to be scaled organically but exponentially at an affordable cost. The authors are encouraged by the exciting results already achieved after one semester of "Taking College Teaching Seriously" (Spring 2015) and have begun the process of assessing their work to identify the elements of the project that they thought would have the greatest impact on faculty development and student success.
New York College Learning Skills Association. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A