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Download full textBickerstaff, Susan; Edgecombe, Nikki – Community College Research Center, Columbia University, 2012
This issue of "Inside Out," a publication of Community College Research Center's (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…
Descriptors: Educational Innovation, Educational Change, Community Colleges, Faculty Development
Ran, Florence Xiaotao; Bickerstaff, Susan; Edgecombe, Nikki – Community College Research Center, Teachers College, Columbia University, 2022
In a corequisite approach to developmental education, students enroll in a college-level course paired concurrently with a support course designed to address student learning needs in a given subject. This report, sponsored by Strong Start to Finish, examines early college outcomes of students placed into corequisite reading courses at the 13…
Descriptors: Academic Achievement, Required Courses, Remedial Reading, Remedial Programs
Edgecombe, Nikki; Jaggars, Shanna Smith; Xu, Di; Barragan, Melissa – Community College Research Center, Teachers College, Columbia University, 2014
This paper uses qualitative and quantitative data to compare the outcomes of students at Chabot College who participated in an accelerated, one-semester developmental English course and their peers who participated in a two-semester sequence. The sample included first-time students who entered college between summer 1999 and fall 2010; students…
Descriptors: Developmental Studies Programs, English Instruction, College Students, Program Effectiveness
Jaggars, Shanna Smith; Edgecombe, Nikki; Stacey, Georgia West – Community College Research Center, Columbia University, 2013
Online courses present a number of challenges particular to their format. Besides basic technological proficiency, online courses require students to possess an array of well-developed non-academic skills; students must be able to manage time, stay organized, and recognize when and how to ask for help. Online courses also require instructors to be…
Descriptors: Online Courses, Community Colleges, Two Year College Students, Student Attitudes
Edgecombe, Nikki; Jaggars, Shanna Smith; Baker, Elaine DeLott; Bailey, Thomas – Community College Research Center, Columbia University, 2013
Originally designed for students who test into at least two levels of developmental education in a particular subject area, FastStart is a compressed course program model launched in 2005 at the Community College of Denver (CCD). The program combines multiple semester-length courses into a single intensive semester, while providing case…
Descriptors: Educational Planning, College Credits, Developmental Studies Programs, Career Exploration
Jaggars, Shanna Smith; Edgecombe, Nikki; Stacey, Georgia West – Community College Research Center, Columbia University, 2013
Student outcomes in online courses trail considerably behind those in face-to-face courses. In order to gain insight into why this might be, the Community College Research Center (CCRC) undertook a series of studies that examined 23 high-demand, entry-level online courses at two community colleges in one state. CCRC researchers observed the online…
Descriptors: Online Courses, Community Colleges, College Faculty, Teacher Student Relationship
Jenkins, Davis; Speroni, Cecilia; Belfield, Clive; Jaggars, Shanna Smith; Edgecombe, Nikki – Community College Research Center, Columbia University, 2010
This paper presents the findings from a quantitative analysis of the Community College of Baltimore County's Accelerated Learning Program (ALP). Under ALP, students placed into upper-level developmental writing are "mainstreamed" into English 101 classes and simultaneously enrolled in a companion ALP course (taught by the same…
Descriptors: Community Colleges, Acceleration (Education), Freshman Composition, Basic Writing
