Illinois passed DERA the Developmental Education Reform Act in 2021. The end goal of this law is to maximize the probability that a student can complete a math and an English college level credit within two semesters. In this webinar, Kathleen talks about what she has learned and shares what works to make real progress in supporting students to achieve college credit

An open-access meta-analysis suggests that the flipped classroom model is effective at improving student outcomes in introductory statistics. But, there are confounding factors that make us question whether it is worth the time and effort to fully flip a class. This research-to-practice blog reviews the article and provides ideas for maximizing student success while not overextending instructor effort with creating videos, activities, and more for the flipped classroom.

In this webinar, Kathleen Almy will share tangible aspects of making redesigns successful based on years of experience with small and large redesigns including legislative reform.

Currently, multiple states have mandates or laws that affect the number of remediation colleges can offer and the placement approaches used. My state (IL) has legislation, but there's still a lot of choice for colleges within it.

If you're a faculty member and you'd like to address a problem, pause before approaching your administrator. Administrators are incredibly busy. They're usually scheduled to the minute the entire day with meetings and struggle to find time in the day for that work. So many will work evenings and weekends regularly. It's a grind that lasts 12 months of the year.

I can’t imagine being a college student today. Not only are there many distractions, such as personal and professional setbacks and opportunities, but there are pandemics, world events, and so forth. It’s no shock, especially with everything happening around them, that enrollment is down, and colleges are struggling to fill seats.

If you worked on a math redesign of any kind last year and you didn't reach your goal, that's not unusual. Change with such considerable elements takes a lot of people, resources, and time. The secret is to just keep going. Redesign is an evolution, not a revolution.

It’s easy to perceive corequisite remediation is a subpar substitute for a full developmental math course. The “just in time” approach doesn’t appear to provide students with the natural development of all the topics we believe are necessary to fully understand mathematics. However, the data doesn’t bear this out. tudents are more successful having taken a corequisite, not only in the college level math course needed but also with other metrics like graduation and motivation

CCRC provides regular research and reports that are incredibly valuable to practitioners. There’s no degree in developmental redesign. This body of knowledge evolves and grows daily, and staying up-to-date with the research and connecting that to our work with colleges is extremely important to me and Almy Education.

A few years ago, it was common practice for entering first-year college students to submit to an assessment exam for placement purposes in math and English courses. Students who scored high on these exams were placed in a college-level course, while others were led on the developmental education (DE) route. While this is a not-too-distant reality, it still occurs in institutions today.