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ERIC Number: EJ834636
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: ERIC
Reference Count: 6
ISBN: N/A
ISSN: ISSN-0194-3081
Making Prealgebra Meaningful: It Starts with Faculty Inquiry
Klein, Brock; Wright, Lynn Marie
New Directions for Community Colleges, n145 p67-77 Spr 2009
While much discussion about student success as it relates to access, equity, and underpreparedness at the collegiate level is taking place nationally and statewide, a strong and specific concern prompted some of the faculty at Pasadena City College (PCC), a large urban community college located northeast of downtown Los Angeles, to address the issues head-on. Students in the summer bridge/first-year experience program were staying in school and their classes, but an unacceptably large number of them were failing their courses, particularly math. At PCC, the Teaching and Learning Center was created specifically to develop innovative programs to provide greater access to higher education for underprepared students. In this chapter, the authors describe their efforts, as codirectors of Pasadena City College's Teaching and Learning Center, to increase success rates in prealgebra and address issues of equity and access through a faculty inquiry-based process. (Contains 2 tables and 1 figure.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards