ACUE is saddened to mark the passing of Dr. Vartan Gregorian, a legendary figure in the world of education and long-time president of The Carnegie Corporation of New York. ACUE was first brought to Dr. Gregorian’s attention by CUNY Chancellor Emeritus, Matthew Goldstein, who received the Corporation’s 2007 Academic Leadership Award. Goldstein also served as founding chairman of ACUE’s board of advisors and shares these remembrances:

The passing of Vartan left a hollow feeling in me, for it is hard to imagine a world without this bright light leading the way.

When Vartan was President of the Carnegie Corporation, he and I became close. We often met for breakfast, usually at 9:30 am, so that he could first make sure his wife Clare was cared for. His sui generis nature, his kindness, and wisdom were gifts to all who knew him well. We served on a number of committees together, which was always a joy.

His work in higher education, especially at Brown University where the endowment grew significantly and star faculty members were recruited, is well known. But perhaps his signature achievement was as President of the New York Public Library. He transformed a beaten down institution into the intellectual and cultural powerhouse that it is today.

It was my pleasure to introduce Vartan to ACUE.  He was intrigued by our mission, believing that higher education must to do a much better job preparing its faculty to teach well. He said as much throughout his career, as recently as the Carnegie-supported report The Future of Undergraduate Education, The Future of America.

Vartan’s endorsement lead to financial support that has allowed ACUE to credential hundreds of faculty across the City University of New York, to the benefit of tens of thousands of New Yorkers. For that, and so much more, we thank you Vartan.

Matthew Goldstein

Chancellor Emeritus City University of New York

In California, the work to systematically overhaul remedial education is well underway. A new chapter began in 2017 with legislation and an executive order that compelled community colleges and many of the state’s public four-year institutions to end remedial education.

Implementation of the policy-enabled changes is still early and far from complete. But the positive impact was immediately apparent after the first year. Community college completion rates increased significantly across student demographic segments. Across the California State University (CSU), nearly 7,800 more students completed college-level math courses—compared to 950 students the previous year.

Spotlight on the California State University

Increasingly, faculty development is seen as a priority for sustaining strategies that increase student retention, completion and graduation. “The efforts are being led by faculty, because they are the ones who best understand that [remediation] is not good for students,” said Alison Wrynn the system’s associate vice chancellor for academic programs, innovations and faculty development.

Under Wrynn and Director Emily Magruder, The CSU Institute for Teaching and Learning (ITL) has seen its mission and scale expand dramatically in recent years. As part of the CSU’s Graduation 2025 Initiative, the CSU Institute played a central role in helping campuses redesign entry-level mathematics and writing courses to eliminate pre-requisite remediation.

The ITL worked closely with the CSU Faculty Development Council, as well as cross-campus teams, to link reform of remedial education to systemwide efforts to increase student success with equitable and engaged teaching and learning. Campus teams consisted of institutional researchers, directors of academic support centers, advisors, chairs of departments offering the courses, and directors of faculty development or teaching and learning centers. These teams supported faculty by organizing in-person summits, producing a webcast series, and cultivating digitally-supported professional learning communities.

Center for Effective Teaching and Learning A “Crucial Lever”

On one CSU campus, Cal State LA, much of that work is centered in Cal State LA’s Center for Effective Teaching and Learning (CETL), recognized as a “crucial lever” in the university’s plan to achieve its ambitious student success goals set through the Graduation Initiative 2025.

To support implementation in response to CSU Executive Order 1110, Catherine Haras, executive director of the CETL, with the support of Michelle Hawley, Cal State LA’s associate vice president and dean of undergraduate studies, designed a hybrid professional development program that forced faculty to “blow up all of their assumptions” about their courses, from structure and materials.

Building to Scale

Hawley and Haras also needed a scalable mechanism to support and train nearly 60 math faculty in their program. “With ACUE, we were able to run programs systematically for these larger multi-section courses and involve faculty in redesigning a common course at the same time,” said Hawley. “That’s when we began to see impact to scale.”

Cal State LA is evaluating the impact of its faculty development work in several ways:

• Through mid-course surveys, students note that their professors are providing regular feedback, assigning more meaningful work, and keeping class well organized and well paced, among other evidence-based teaching practices.
• An analysis of course completion data found that the percentage of first-year students who completed their math requirement increased by 25% every year between 2016 and 2018.
• As a measure of economic equity, Cal State LA found that the overall achievement gap between Pell-eligible and non-Pell-eligible students was eliminated from a high of 6%.

Spotlight on California Community Colleges

As the largest system of higher education in the nation, the California Community Colleges is at the center of the state’s reform of developmental education. These colleges are launching pads, helping nearly 80,000 students annually transfer into the state’s public four-year institutions. Serving 2.1 million students across 116 colleges, they also annually produce hundreds of thousands of highly-trained graduates who enter the workforce as nurses, technicians, chefs, counselors, engineers, machinists, and many more.

Strong Workforce and Faculty Development

In 2017, Grant Goold, a full-time faculty member at American River College was tapped by the California Community Colleges Chancellor’s Office to help the system implement the Strong Workforce Program—a new annual recurring investment of $200 million to spur career education in California’s community colleges. The program is charged with creating one million more middle-skilled workers in California.

Goold saw high-quality professional development for the system’s Career and Technical   Education (CTE) faculty as a crucial piece of the implementation. “Once I started to really look at the quality of instruction, I found that many of our faculty were not exposed to professional-level, high quality development in pedagogy,” said Goold.

After two years, nearly 500 faculty across 28 community colleges became ACUE-credentialed in Effective College Instruction. At one campus, the College of the Desert, newly hired faculty are required to earn the credential as part of their first-year onboarding programs. A regional consortia in northern California, made up of rural community colleges, are combining their resources to design cohorts across multiple institutions.

“The proof is in the pudding.”

From the start, Goold was determined to evaluate the ACUE program’s impact, in part because he knew that expansion was dependent on hard data that showed demonstrable impact. For example, at City College of San Francisco, there was a significant increase in the rate of students receiving As and a significant decrease in the rate of students receiving Fs in sections taught by ACUE-credentialed faculty, relative to comparison data. “The proof is in the pudding,” Goold said. “We had incredible outcomes. We had a shift in mindset for many of our faculty.”

The Maricopa Community Colleges District partners with ACUE to improve support and connection for adjunct faculty members.

In colleges across the nation, adjunct faculty play a pivotal role in student success by bringing industry expertise to the classroom and bridging the gap between curriculum and practice. However, it’s no secret that many adjunct faculty feel that they lack the support and connection to community they seek as educators.

A research survey conducted by Arizona State University (ASU) in 2016 confirmed these feelings among adjunct faculty at Maricopa Community Colleges, a system of 10 community colleges in Maricopa County, Ariz. The survey revealed adjunct faculty felt dissatisfied, isolated and expendable.

“After this survey came out five years ago, things really started changing at Maricopa,” says Gail Haase, district adjunct faculty coordinator for Maricopa Community Colleges. “Though our leadership felt that they were highly supportive of our adjunct faculty, these results signaled that adjunct faculty were not convinced of that support. After we recognized this, we made a more concerted effort to improve support for adjuncts, who make up the majority of our faculty. Leadership wanted them to know they’re valued—and wanted to help them be the best they can be.”

Galvanized into action by former provost Karla Fisher, the Adjunct Faculty Association (AFA) and the Maricopa Center of Learning and Innovation (MCLI), the district made structural changes to improve communication, inclusion and morale for adjuncts—which today includes more than 4,000 faculty across the district’s 10 colleges. 

As part of these ongoing, district-wide efforts, Maricopa also began to open more intentional avenues for professional development to simultaneously meet adjunct faculty needs and tie to student success goals. The district turned to a partnership with the Association of College and University Educators (ACUE) to prepare and credential faculty in research-based effective teaching practices with an online course offered specifically for adjuncts.

Maricopa notified the wider adjunct community about the opportunity to put two years of professional development funding toward ACUE. After introducing an application process for adjuncts most interested in the ACUE program, 60 applicants were selected. In August 2020, Maricopa launched its first cohort; then, in October, it launched its second.

“Whether these adjuncts want to further their career in higher education, or because they came in as adjuncts with a lot of expertise but little educational knowledge, these ACUE courses help our adjunct faculty take their content knowledge to the next level,” says Patricia Guillen, director of instructional services for the MCLI. “We’re really proud of our partnership with ACUE and we’ve received so much positive feedback. So many adjuncts have shared how eye-opening ACUE has been for them.”

One of the greatest benefits of the program, Maricopa has found, is its relevance for every classroom.

“Offering faculty professional development programs are difficult when areas of discipline can be vastly different,” Haase says. “But the way ACUE is designed is extremely helpful. Faculty will complete an online course module and then present 10 to 12 different strategies—and educators are challenged to choose one to implement that best supplements their course content. If you go through this program, you simply cannot fail as a teacher.”

For Alejandra Dashe, anthropology professor at Paradise Valley Community College, ACUE provided her with a new perspective to increase engagement in the classroom.

“Before, I was like a robot—the courses I was teaching were very two-dimensional. I needed to take it to the next level, and ACUE helped me get there by reframing how I interact with my students,” Dashe explains. “I started to provide more individualized feedback, which helps me to make sure each student feels seen and heard.”

Dashe has even received specific feedback from students highlighting how her practice has changed since participating in the ACUE program.

“One student shared that my hard work this semester has not gone unnoticed—explaining that I clearly care about the students because I provide feedback and actively participate and synthesize the material to support their learning,” Dashe says. “I’m blown away. I’m clearly doing something right and I credit my hard work with ACUE. I could not have become a better teacher without this course.”

Dr. Kimberlin Glenn, English professor at Estrella Mountain Community College, agrees, saying that ACUE has equipped her to promote student success for every student in the classroom.

“I approach education with a posture of service and it’s very important to me that I provide opportunities for each student to expand and grow,” Glenn says. “It’s easy to assume you’re meeting the needs of all your students, but ACUE helped me to take a step back and ask, ‘Do I have any bias? Do I have anything I need to improve upon?’ With some of these materials, I was able to craft a 4 Disciples of Execution assessment project plan, take a look at my online discussion boards and unpack them with a focus on diversity and equity. I went back in and revamped engagement activities and approaches for my underprepared students, thinking about how to help them be the best version of who they are.”

Maricopa has found that the ACUE experience provided support at a time faculty needed it the most. Adjuncts gained resources to help them navigate the transition to remote instruction during the pandemic last year, plus foster an environment that promotes an exchange of ideas.

“Though the discussion posts in the courses aren’t a requirement, our faculty have been so engaged in them—sharing what they’ve learned, what they’re implementing and the outcomes they’ve seen in their courses. This is where the course really comes alive,” says Hayley Steinberg, instructional design and digital learning specialist for the MCLI.

Looking ahead, Maricopa plans to develop communities of practice to provide even more opportunities for adjunct faculty to find support through collaboration with peers.

“During such a crazy year, we’ve found that ACUE cohorts have been so successful, supporting our faculty with a community of people they can lean back on,” Steinberg says. “Our faculty participants aren’t just gaining a nationally recognized certificate by the American Council on Education (ACE), they’re gaining a support system that sets the tone for what communities of practice in our district could look like.”

In January 2021, Every Learner Everywhere and Tyton Partners published a report to examine the ongoing impact of the COVID-19 pandemic on teaching and learning in higher education. The survey focused on gathering the perspectives and experiences of faculty teaching some of the highest-impact courses in higher education: introductory and gateway courses.

In this interview, Every Learner’s Executive Director Jessica Rowland Williams shares insights from the report, her concerns about the challenges facing higher education in a post-COVID world, and why faculty resilience gives her reason to be optimistic.

What is the overall mission of Every Learner Everywhere?

Our mission is to help institutions and faculty use new technology to innovate their teaching and learning, with the ultimate goal of improving how we serve Black, Latinx, Indigenous, poverty-affected, and first-generation students.

We believe that digital courseware can be a catalyst for improving student outcomes, but technology alone is not going to do it. Courses need evidence-based teaching and digital courseware to enable faculty to adapt their instruction to meet specific students’ needs. Technology can help faculty promote active learning and provide learners with actionable, timely feedback. But how it gets implemented is so critical—and we have a holistic view in how we think about teaching and learning. It’s not enough to just focus on the technology if the ultimate goal is to improve student outcomes.

Why does Every Learner’s latest report, Time for Class: COVID-19 Edition, focus on faculty who are teaching introductory courses?

We know that student performance in gateway courses is a direct predictor of student retention. We also know that Black, Latinx, Indigenous, and other minoritized groups have higher DFW rates. They earn fewer course credits and they’re less likely to graduate. So if you look at the biggest challenges when it comes to student success, and distill it down to an initial touchpoint, these gateway courses are one of those initial stumbling blocks.

Given that, understanding the faculty experience in these courses is important. They play such a critical role and with COVID, we felt it was especially imperative to know what’s happening on the ground at these critical points in the education of the most vulnerable students.

What were some of the key findings from the report?

The first thing is that faculty want more help. They are more open to online learning and trying new technologies in the classroom, and their perceptions are more positive. But it’s also still really new to them, and they need more support designing and teaching the courses.

One of the biggest challenges for faculty is student engagement. They are really struggling to keep students engaged. We hear a lot about how students are ghosting courses, where they stop showing up, stop doing work, and stop responding to emails. If they do show up, their cameras are off and they’re not participating on discussion boards or in chats.

The interesting thing is that engagement is also the number one concern for students. We’re constantly getting feedback from students around their experience with digital courseware and digital learning. Some of the things that they say are also related to engagement. They talk about how there is a need for timely feedback from faculty, where they’re submitting assignments and not hearing anything back, and how that’s a reason that they’re not feeling more engaged.

What did your report find about the role that professional development is playing in supporting faculty?

Faculty say that their colleges and universities are offering more professional development, but it’s not enough and it’s not equitable.

I think it’s important to point out that the most resourced institutions have access to faculty development. If you’re teaching at Harvard or Yale or Stanford, then you have a much greater chance of having more opportunities for professional development than if you’re teaching at a local community college. We’re working to level the playing field and provide resources to the field that are available for these faculty to use.

[Every Learner Everywhere and its network partner Achieving the Dream has partnered with ACUE to support community college systems in North Carolina and Ohio by enrolling hundreds of faculty in programs designed to equip faculty with evidence-based teaching practices for online teaching and learning.]

As colleges and universities begin to implement reopening plans, what would you like to see from leaders to support students and faculty?

First and foremost, we need to pay more attention to the mental health struggles and needs of both our faculty and students. Every survey we do, no matter what we’re talking about, that issue rises to the top. Faculty are stretched thin. They’re exhausted and worn out. We know our students are also completely worn out. We need to stop ignoring that.

[Read more: 4 Ways Faculty Can Be Allies for College Student Mental Health]

Second, I am worried about this upcoming school year. Some argue that the incoming class will be the most underprepared group of students in the history of higher education. That will be particularly true for students coming from under-resourced environments, where they really struggled with remote learning in high school and didn’t have the access and opportunities that other students did.

Knowing that student performance in gateway courses is a predictor of retention and graduation, institutions have to be prepared to serve these students. That’s a big task to take on and we need to prepare for that.

What makes you hopeful or optimistic for the future of higher education?

The disparities during COVID and the shift to emergency remote teaching has led to a lot of talk about how we just have to get back to the classroom. But we can’t forget that being in the traditional classroom has not historically served Black, Latinx, Indigenous and poverty-affected students well either. The traditional classroom is deeply embedded into how we think about education, and it will take a lot of work to change how we think about teaching and learning in the traditional classroom.

But digital learning is still relatively new, and we have an opportunity to embed equity into that type of teaching and learning in a way that will be harder in a traditional classroom setting. So I’m really excited about the conversations we’re having around what it means to have an equitable and inclusive digital learning space. I’m excited about the opportunities for professional learning in this space and the fact that people don’t have the same preconceived notions about how things have to be that they have in traditional educational settings.

As we look to the future, that’s what I’m most hopeful for. We can really shape this type of learning into something that can be meaningful and impactful and finally equitable for our students.

What’s something that made you smile recently? If you’re like faculty who took part in ACUE’s panel discussion from the California Community College Association for Occupational Education (CCCAOE) Conference, it could be the sun, cats, flowers, or maybe even a delicious donut.

This Brain Warm-Up, which kicked off the event, is just one activity ACUE-certified faculty Mari Morris Mas, a Registered Dietitian Nutritionist, and Hollie Fortkamp, Chef Instructor, both at Santa Rosa Junior College, facilitated. ACUE’s Martha Bless also offered an overview of the program. 

The Brain Warm-Up, Fortkamp said, is a “fun moment to take a pause and reflect on something that makes you smile,” as well as a chance to connect with and learn from one another. “It creates cohesive togetherness.”

The presenters also facilitated breakout discussions about challenges faculty are currently facing, along with commentary about the nature of inclusive teaching.

“It’s the what and the why,” Bless said. “It brings a layer of intentionality to [your effective teaching practices].”

Meanwhile, Morris Mas emphasized the importance of encouraging students to engage. “They’re not going to feel that open door unless you open that door first by asking specific questions,” she said. 

Watch the video for the full conversation:

This piece is the third in a series spotlighting the impact that states, systems and higher education institutions are having when they engage faculty more fully in student success strategies, including the reform of developmental education.

In 2013, Florida became one of the first states in the country to enact legislation to take significant action on developmental education reform. Senate Bill 1720 dramatically changed the landscape for public higher education in Florida. Under the new law, placement tests no longer a requirement for college admission, allowing high school graduates to directly enroll in college-level courses for the first time. (Hu, 2019)

Implementation of the aggressive policy fell to the 28 member colleges and universities under the Florida College System (FCS). A series of system-led task forces and committees had been underway for years prior to SB 1720’s passage. The work during these early years to begin redesigning developmental course offerings and enhance student supports laid the groundwork for successful implementation (Smith, 2020). Data on enrollment and completion rates suggest that the change has had a positive impact: enrollment in and persistence through college-level coursework has increased, pass rates have improved, while Black and Hispanic students experiences larger gains (Park-Gaghan et al., 2020).

Showcasing a “Comprehensive Approach”: Indian River State College

Academic leaders of Florida’s top community colleges have successfully embraced the changes through a spirit of collaboration and friendly competition. An “unusual number” excel nationally at preparing students both for university transfer and workforce entry through strong technical programs. High performance in both areas is a big reason why Florida’s community colleges routinely finish atop national rankings and jockey for the top spot in the prestigious Aspen Prize for Community College Excellence. (FL DOE, 2020).

Student-centered innovation is a pursuit shared across the FCS, an approach that has enabled them to move quickly and adapt to an ever-changing landscape. Ensuring faculty are partners in this work, they say, is crucial.

“For students to succeed, our faculty have to continually innovate every single day,” said Heather Belmont, Provost and Vice President of Academic Affairs at Indian River State College (IRSC), the 2019 Aspen winner. “You really have to change the way you’re teaching to help them succeed.”

At IRSC, that change starts with a comprehensive approach to professional development. As part of their onboarding process, a collaboration between IRSC’s Employee Development Program (EDP) and Institute for Academic Excellence (IAE), new hires are engaged in the college’s culture of teaching and learning. Over the course of their first year, new faculty are paired with veteran faculty mentors and have opportunities to attend a series of meetings focused on supporting their own growth and success at IRSC, join open discussions, and learn about the IAE’s offerings and trainings.

For Jodi Robson, director of the IAE, one of the most effective ways to build culture has been through Professional Learning Communities (PLCs). These PLCs–eight in total–cover a variety of topics and interests. They review literature for evidence-based research, as well as develop support systems for faculty. Throughout the year, the PLCs share their findings with faculty through multiple approaches (Belmont & Robson, 2021)

Robson has leveraged her passion for building communities through IRSC’s partnership with the Association of College and University Educators (ACUE). As IRSC has grown its partnership with ACUE to train and credential faculty in evidence-based teaching practices, she was inspired to launch a faculty learning community that extended to other Florida community colleges—and even beyond.

Robson, along with four other faculty developers across other ACUE Florida colleges, launched The Coffee Shop, a virtual professional development series through which participants share resources and showcase practical teaching techniques for continuous learning.

“It’s so affirming when participants share their enthusiasm about incorporating what they learned into their own classrooms,” Robson (2021) said. “I am excited to see how this program continues to evolve and expand to serve faculty across the country.”

Practice Spotlight: Broward College

Removing barriers to post-secondary completion is a top priority at Broward College. The Fort Lauderdale-based college, which serves more than 50,000 students, is a five-time Aspen Prize finalist.

A cornerstone of Broward’s strategic student success is the Center for Teaching Excellence and Learning (CTEL). When Broward needed to respond rapidly to Florida’s SB 1720 developmental education reforms, the CTEL helped faculty implement and scale a successful pilot using adaptive assessment software to enhance developmental math courses (Baker, 2020).

With the dramatic shift to online learning, teaching, and working, Associate Vice President and CTEL Director Julia Philyaw says “the CTEL team has been in overdrive” to ensure that the Broward community has access to, and comfort with, the new technology platforms, communication systems, and productivity tools needed to remain effective and connected. Between March 2020 and March 2021, CTEL offered a total of 970 offerings. (Philyaw, 2021)

Broward’s most comprehensive program has been an enterprising partnership with ACUE, which began with a five-year commitment to train and credential 500 faculty. After just one year, academic leaders say the impact was clear, with nearly all finalists for Broward’s Professor of the Year awards being ACUE-credentialed faculty (Broward College, 2019).

The strongest indicator that this approach to faculty development was positively impacting student success came in 2020 with the publication by of a research brief and technical report assessing the 2017-2018 and 2018-2019 academic years. The report showed that course completion gaps were closed for Black students and course-passing gaps were closed for Pell-eligible students taught by ACUE-credentialed faculty at Broward (Lawner & Snow, 2020).

“The program has already shown tremendous success in achieving equity among students,” Broward College President Gregory Adam Haile wrote in a Dec. 2020 President’s Update newsletter to the campus community (Haile, 2020).

Practice Spotlight: Tallahassee Community College

Tallahassee Community College (TCC) is laying a foundation to incorporate comprehensive faculty learning opportunities into its recipe for student success.

“Ensuring that faculty have ownership in their own professional development is critical to the success of teaching and student learning,” says Calandra Stringer, TCC’s Provost and Vice President of Academic Affairs.

Aligned with the launch of a new four-year strategic plan in August 2019, academic leaders convened faculty and staff for a two-day workshop that focused on equitably advancing a student-centered environment. Stringer says that the event included an exercise in which participants were presented with data revealing a nearly 30% equity gap in student success rates between Black and students.

A focus on removing barriers to student success paved the way for the development of a Teaching and Learning Framework, in partnership with Achieving the Dream (ATD). ATD surveyed and interviewed faculty to identify key areas where they believed professional development could be improved and strengthened. This information was used to identify topics and strategies to build professional faculty engagement, including a partnership with the Association of College and University Educators (ACUE).

Through the partnership, TCC offers up to three microcredentialing tracks per semester focused on:

• Creating an Inclusive and Supportive Learning Environment,
• Promoting Active Learning Online,
• Inspiring Inquiry and Lifelong Learners, and/or
• Designing Student-Centered Courses

In a matter of months, TCC completed five microcredential courses to approximately 140 faculty. During the 2020-2021 academic term, ACUE-credentialed faculty were invited to participate in an advanced professional development experience through TCC’s Center for Professional Enrichment, a community of practice that meets regularly to discuss lessons and dive deeper into specific teaching strategies.

Stringer credits the partnership with ACUE as being crucial to developing “a culture of practice that allows faculty to share with one another the teaching tools and techniques that are most efficacious for them.”

The work has paid dividends. In 2021, TCC became the latest FCS member named a top 10 Aspen Prize finalist, the nation’s signature recognition of high achievement and performance among America’s community colleges. In addition, student success rates have steadily improved amidst unprecedented challenges due to Covid-19.

“The data is remarkable given the existing pandemic and efforts to sustain our enrollment.”

Association of College and University Educators. (2021, February 18). Coffee, community, and curriculum. ACUE Community. Retrieved March 17, 2021, from https://community.acue.org/blog/acue-partners-in-florida-build-community-of-professional-practice/

Baker, P. (2020, November). How partnering with the center for teaching excellence and learning helped Broward College launch an adaptive pilot. Every Learner Everywhere. Retrieved March 17, 2021, from https://www.everylearnereverywhere.org/blog/how-partnering-with-the-center-for-teaching-excellence-and-learning-helped-broward-college-launch-an-adaptive-pilot/

Belmont, H. and Robson, J. (2021, March 8). Personal communication

.

Broward College. (2019, May 5). Broward College offers continued education training for faculty and staff. Retrieved March 17, 2021, from https://news.broward.edu/2019/05/ce-training-2019.html

Florida Department of Education. (2020, July 24). Florida College System institutions stand out as our nation’s best. Retrieved March 17, 2021, from http://www.fldoe.org/newsroom/blogs/florida-college-system-institutions-stand-out-as-our-nations-best.stml#:~:text=Focused%20solely%20on%20student%20access,earnings%20rates%20after%20graduation%3B%20and

Haile, G.A. (2020, December). President’s Update. Broward College. Retrieved March 17, 2021, from https://www.broward.edu/about/leadership/_docs/monthly-updates/decupdatefinal2020.pdf

Hu, S. (2019, April 9). A Florida developmental education reform is leading to greater success and equity. Center for the Analysis of Postsecondary Readiness. Retrieved March 17, 2021, from https://postsecondaryreadiness.org/florida-developmental-education-reform-equity

Lawner, E., & Snow, M. (2020). Advancing academic equity at Broward College: Improved course completion and passing, Particularly among Pell-eligible and Black students. Association of College and University Educators.

Park-Gaghan, T. J. , Mokher, C. G. , Spencer, H. , Hu, X. , & Hu, S. (2020). What happened when developmental education became optional in the Sunshine state? The Impact of Florida’s developmental education reform on introductory college-level course completion. Educational Researcher. https://journals.sagepub.com/doi/full/10.3102/

Philyaw, J. (2021, March 12). Personal communication [email interview].