Publications

Using interview, focus group, and case study data, this paper documents the perceptions and experiences of faculty members in the midst of statewide reform efforts in Virginia and North Carolina to integrate developmental reading and writing courses.

This paper introduces an online course quality rubric addressing four quality areas, and it examines the relationship between each quality area and student end-of-semester performance.

This article uses qualitative data from a multi-campus study of instructional reform in developmental education to present a typology of questions raised by community college faculty teaching in reformed contexts.

This chapter describes a promising approach to teaching developmental arithmetic and prealgebra and presents findings on a faculty support network that helped instructors adopt new teaching strategies.

This study examines how well students adapt to the online environment in terms of their ability to persist and earn strong grades in online courses relative to their ability to do so in face-to-face courses.

This article discusses community college students’ experiences with online and face-to-face learning and implications for community colleges.

This issue of Inside Out identifies and explores the implications of three faculty orientations toward reform that consistently manifest when an innovation is introduced: ready to act, ambivalent, and reluctant to change.

This journal article reviews the evidence for contextualization, an instructional approach that connects foundational skills and college-level content.

Using data from a qualitative investigation of online courses at two community colleges, this paper examines how expectations about the roles of online student and online instructor differ among these two groups.

Using an instrumental variable technique, the authors estimate the impact of online versus face-to-face course delivery on student course performance, as indicated by course persistence and final course grade.