The Cyberlearning at Community Colleges (C3) Project is designed to engage biology faculty in forming communities to leverage digital library resources and social networking technologies toward enhanced biology instruction.
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As external evaluator for the project, Collaborative Research: CI-TEAM Implementation Project — The Signal Processing Education Network, ISKME formatively and summatively evaluated the project’s efforts to support a network of teachers, students and practitioners who collaboratively explored dynamic Signal Processing (SP) content as they worked to model real world science and engineering behaviors and inquiry-based teaching and learning practices.
Despite the upsurge in online developmental education course offerings in recent years, there is a dearth in knowledge on the optimal context to support such courses, and on how they are being taught, perceived and experienced by instructors. This study sought to explore how online developmental education courses are being taught, who is teaching them, and what factors, practices, and supports play a role in online teaching and learning.
This study examined how urban school districts across the country have begun to adopt performance-driven practices that aim to raise student achievement levels. Specficially, it looked at the exisitence of clear and rigorous student achievement goals, efforts to gather and assess information, action plans based on performance results, and the existence of ongoing feedback loops to improve their effectiveness.
This research mapped the coverage of existing online courses and modules used by community colleges. It provided a general understanding of the current landscape in terms of identifying online courses that were available for community college students, specficially courses that have the greatest potential for impact, such as developmental and basic skills courses, and other courses important in the 2- to 4-year college transfer process.