Applying the College Completion Agenda to Practice

EDITORS' NOTES 1 Katherine L. Hughes and Andrea Venezia 1. Redesigning Arithmetic for Student Success: SupportingFaculty to Teach in New Ways 5 Susan Bickerstaff, Barbara Lontz, Maria Scott Cormier, DiXu This chapter describes a promising new approach to teachingdevelopmental arithmetic and prealgebra, and presents researchfindings that demonstrate how a faculty support network helpedinstructors adopt new teaching strategies and gain confidence inteaching the reformed course. 2. Steps and Missteps: Redesigning, Piloting, and Scaling aDevelopmental Writing Program 15 Peter Adams, Donna McKusick This chapter tells a story of course reform, describing in afresh and candid way the steps taken toward change and the resultsachieved. The authors emphasize that instructors need considerablesupport in order to teach differently, as well as underscore theneed to consider scalability of reform even at the pilot stage. 3. The California Acceleration Project: ReformingDevelopmental Education to Increase Student Completion ofCollege-Level Math and English 27 Katie Hern, with Myra Snell This chapter describes how the authors are using data andprofessional learning to mobilize change in developmental Englishand mathematics curricula and pedagogy across multiple communitycolleges in California. 4. Strategies for Integrating Student Supports and Academics41 Mina Dadgar, Thad Nodine, Kathy Reeves Bracco, AndreaVenezia This chapter defines the integration of academics and studentsupport services and offers examples of models and strategies fromcolleges nationally. 5. Providing Transparent Information to EmpowerStudents' Decision Making and Develop Institutional Capacity53 Gary Rodwell This chapter describes the University of Hawaii's work todevelop an online navigational tool that helps students develop andexecute their educational plans, and assists colleges with ensuringthat they have the capacity to meet students' needs. 6. Strengthening Program Pathways Through TransformativeChange 63 Lenore Rodicio, Susan Mayer, Davis Jenkins This chapter reports on a major college-wide effort to smoothstudents' paths as they enter the college, choose a program,and progress to a credential. Leadership, inclusiveness, andcommunication have been central to the success of the effort. 7. State-Level Reforms That Support College-Level ProgramChanges in North Carolina 73 R. Edward Bowling, Sharon Morrissey, George M. Fouts This chapter describes the concurrent reforms occurring in NorthCarolina--both campus-level changes focused on such issues asdeveloping structured programs of study and state-level reformsaimed at supporting the campus-level efforts. 8. What We've Learned About Supporting Faculty,Administrator, and Staff Engagement 87 Alison Kadlec, Isaac Rowlett This chapter focuses on how colleges can increase faculty,administrator, and staff engagement in reform processes, with themessage that large-scale change is not merely technical work; thereis a powerful human dimension that can make or break a reform. 9. Putting the Pieces Together: Lessons Learned for FutureReforms 99 Andrea Venezia, Katherine L. Hughes This chapter summarizes the main lessons learned throughout thevolume and highlights common needs with any large-scale reformalong with common strategies. INDEX 103