New publication on the need to remove the remedial conceptual framework
Who needs remediation? No one. Academe should get rid of remediation and the conceptual framework that surrounds it. New article in Inside Higher Ed: http://bit.ly/36JiD4o
News
Expansion of Articulation of Credit Transfer (ACT) Project to 7 CUNY Colleges
It gives me great pleasure to announce the expansion of the Articulation of Credit Transfer (ACT) project, with funding from the Petrie Foundation added to existing funding from the Heckscher Foundation. Now, led by Ithaka S+R (Martin Kurzweil) and The City University of New York, we are helping 7 CUNY colleges facilitate the transfer of credits when students move from one CUNY college to another, including by expanding use of Transfer Explorer, our online tool that lets anyone see how credits will transfer among CUNY colleges. For more information see: https://sr.ithaka.org/blog/ithaka-sr-to-expand-transfer-improvement-efforts-with-cuny/
New Online Tool Shows How CUNY Courses Transfer
Announcing CUNY’s TRANSFER EXPLORER (https://bit.ly/2AtqzcY ), AKA TREX or T-Rex. This online tool, funded by the Heckscher Foundation and created with Ithaka S+R, can show anyone how any CUNY course transfers from one CUNY college to another (no login needed). We are still refining it, but please check it out!
Survey on Transfer for ALL CUNY Students
This survey has closed. We are extremely grateful to the great many (approximately 30,000!) students who participated in this survey, and to the great many people who helped. We have begun the long process of confirming that everyone on the lists of students who were invited to respond, as well as everyone on the lists of students who responded, satisfied the survey’s respondent eligibility criteria. When that process is complete, we will then begin analyzing the data. Thank you again to everyone who helped us get to this point!
CUNY Publishes Article About Math Remediation Research
CUNY’s online research magazine, SUM, has published an article about my research with Dan Douglas and Mari Watanabe-Rose showing that student success is increased with corequisite as opposed to traditional math remediation: http://bit.ly/2NE3YyG
New Grant from The Heckscher Foundation for Children to Facilitate Credit Transfer
It is a great pleasure to announce that Ithaka S+R (Principal Investigator Martin Kurzweil) and The City University of New York (Principal Investigator Alexandra W. Logue), have been awarded a new 1-yr $483,000 grant from the Heckscher Foundation for Children to implement innovative solutions for the facilitation of credit transfer between Hostos Community College and Lehman College of CUNY. Our name for this project is ACT (Articulation of Credit Transfer). Nationally, over 80% of new community college freshmen enter college with the goal of a bachelor’s degree. Six years later, 17% have received one. A critical piece of successfully traveling through this pipeline is the successful transfer of credits from the community college to the bachelor’s-degree program. ACT will implement and assess the effects of several new methods for facilitating credit transfer. ACT joins our two other grants concerning student transfer (TOP [the Transfer Opportunity Project], which is being conducted in collaboration with MDRC, is funded by the federal Institution of Education Sciences, and is studying the leaky transfer pipeline from community colleges to bachelor’s-degree programs; and GROWTH [Growing Transfer in the Humanities], which is funded by the Mellon Foundation, and is also studying the leaky transfer pipeline but particularly for students interested in the humanities). Additional coPIs include Barbara Condliffe and Rekha Balu of MDRC, and Colin Chellman and Chet Jordan of CUNY.
New Rigorous Data Published Supporting Corequisite Math Remediation
Dan Douglas, Mari Watanabe-Rose, and I have published a new journal article showing students assessed as needing remedial math are more likely to pass college-level quantitative courses and graduate if they take corequisite remediation vs. traditional, prerequisite, remediation.
New Grant from the Mellon Foundation to Study Transfer of Humanities Students
We have received a new three-year $550,000 grant from the Mellon Foundation to study the leaky pipeline from community college enrollment to bachelor’s degree receipt for students whose academic interests are in the humanities. More information about this grant can be found at https://bit.ly/2l7LGZ7
Royalties Used To Establish ASAP Transfer Scholarships
The first three Pathways Scholars (ASAP graduates transferring from CUNY community to bachelor’s-degree colleges) have received their scholarships. All net royalties received from sales of “Pathways to Reform: Credits and Conflict at The City University of New York” by A. W. Logue are being used to establish these scholarships. ASAP (Accelerated Study in Associate Programs) is a CUNY program that doubles associate-degree graduation rates.
Webinar on Corequisite Math Remediation
Please join Dan Douglas, Mari Watanabe-Rose, & me for an 8/30/18, 2 pm Eastern, free webinar (offered by Complete College America), during which we will bust myths about coreq math remediation using the 3-yr follow-up data from our randomized controlled trial (original study: https://bit.ly/2kB9bbH). Please register at https://bit.ly/2nhDPrm .