This is a great article to share with students on the first day of class. Author Phoebe Bronstein makes a powerful argument for renaming office hours, student hours. Read the full text of her article, here.
Read the full text of Corinne Ruff's article for The Chronicle of Higher Education here. You might need a subscription to the Chronicle to access this piece.
Read the full text of NYCLSA Symposium presenters Mercer Hall and Patricia Russac's post for the American Society for Innovation Design in Education.
Read the full text of the Center for Community College Student Engagement's 2016 report on Developmental Education, here.
_When they arrive at community colleges or open-enrollment universities, most students take placement exams in English and mathematics to determine whether they are ready for college-level courses. Students with low scores are referred to developmental — remedial — courses. Forty percent of all entering college students and over half of entering community college students must take at least one remedial course.Fewer than half make it through developmental education.
This problem in developmental education is one reason why college completion rates in the United States remain stubbornly low, and policymakers and college administrators know that solving it is of major importance. When MDRC reviewed the literature on developmental education in 2011, however, it found little rigorous research on what reforms actually work. Since then, MDRC has moved aggressively to fill the knowledge gap, publishing nine studies related to developmental education, with more studies poised to produce rigorous evidence soon. This Issue Focus provides an overview of how this growing evidence base informs four areas of reform. The experimental studies described here assign students at random to a program group or a control group, the most reliable design to estimate a program’s effects. Several of the programs were found to improve outcomes for developmental education students, and one increased graduation rates substantially.
View the full text of MDRC's study here.
A primer on tweeting for those who have never used the site or have underused it by Rob Jenkins. Published in The Chronicle of Higher Education.
Read the full text of Inside Higher Ed's coverage of the Gates Foundation study on retention here.
_College Excellence Program, National Student Clearinghouse, and the Community College Research Center at Columbia University
January 19, 2016
This research report recommends a comprehensive set of five measures as a new way to track which institutions are effective in serving transfer students and which states have a robust transfer pipeline from community colleges to four-year schools. Using this common set of metrics for measuring effectiveness, the report examines the average outcomes for students who first started college at two-year institutions by a variety of institutional characteristics including urbanicity, student body socioeconomic status, selectivity (at four-year institutions), and state.
Full text can be accessed here.
Read or listen to the full text of Eric Westervelt's Higher Ed's Moneyball for NPR, here.
Read the full text of Sherry Turkle's Stop Googling, Let's Talk for the New York Times, here.
Read the full text of Dan Berretti's Chronicle of Higher Education article, "The Unwritten Rules of College", here. This may require a login through your campus subscription to The Chronicle of Higher Education - but it's worth the read.
Read the full text of Annie Murphy Paul's New York Times article, here.
Read the full text of Dennis Pierce's post for the 21st Century Center here. Deadlines for Bill and Melinda Gates Funding are rapidly approaching.
Read the full text of Matt Reed's confessions of a Community College Dean : Email and the Void (and the following discussion) here.
Read the full text of Lisa Nielsen's post on Close Captioning Tools to Support Literacy among students with developmental, English Language Learning and a diverse range of special education needs, here.