It’s been two years since spring break 2020 where many of us left our campuses and were not able to return. Two years of ups and downs with living and teaching through a global pandemic. Let’s take a moment and reflect on how these two years have affected us and how we might take these lessons learned to move into a new future.

Teaching is my passion. It can be frustrating, it can be lonely, it can be challenging, and it can be pure joy. Because it is my passion, I want to know that I’m teaching as best as I can and supporting my students’ learning. But how do I know if I’m teaching well?

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

From the first day of class, whether in person or online, we can take steps to foster community. The benefits of building community are numerous. Students can hold each other accountable for attending class and engaging in class activities. They can engage in group learning more effectively by knowing each others’ strengths and weaknesses. They can also engage in respectful classroom discussions involving multiple perspectives that could otherwise lead to controversy.

This was the best semester of teaching stats in the 20 years I've taught that class. Why? Because I feel like they truly achieved the course objectives and can now use statistical thinking in their lives. It wasn't about me and what content I "got through." It was about how much they learned.

When Covid-19 got its foothold in the United States, and schools left for spring break never to return, we had to scramble to switch to fully remote learning. Now that we're resurfacing from the pandemic, many stakeholders are pushing for remote learning to continue. There are advantages to remote learning, and it does need to be utilized. Still, there are situations where being physically together in the same room can offer exceptional learning opportunities.

According to a Bureau of Labor Statistics survey in October 2020, men accounted for 71% of the decline in enrollment numbers compared with five years ago. While enrollment overall has been dropping, the loss of males has occurred at a higher rate than females. It appears that is simply due to fewer men applying for college. Leaving many to wonder, where are men going?

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.

The Postsecondary and Workforce Readiness Act (PWR) takes a student-based and competency-based approach to helping students achieve college and career readiness. If you are in Illinois and need help with your implementation, read on for tools you can use. If you are not in Illinois but are interested in the idea of transitional courses, this blog can give you ideas for what this intervention could be like in your state or school.

It can be challenging to get to know your individual students at the college level as you do not see them frequently and likely have no prior connection. Building positive, personal relationships with your college students takes time and effort, but putting in that little extra work is well worth the results.