Strong Start to Finish disseminates a variety of resources including research papers and “how-to” documents to practitioners in the field as they work to implement reforms. Here, you’ll find some of our collective knowledge.
People in the Reform
Brenda Oursler White, Associate Professor at SUNY Morrisville, brings her own experiences as a first-generation college student at Morrisville to the classrooms there, where she is now an associate professor of mathematics.
Part 1: Faculty and Administrator Perceptions
Part 2: Supplier Landscape
Steps to Success
In this Steps to Success paper, we learn how San Diego Mesa College set out to eliminate the developmental English pipeline to allow students to self-place into the gateway course or the gateway course with support, whichever they deem appropriate.
In this discussion with Dr. Phillip Uri Treisman, Distinguished Mathematics Professor and founder of the Charles A. Dana Center at the University of Texas at Austin, he discusses his views on current math developmental education reforms in mathematics and how they are influenced by his classroom experiences.
Points of Interest
This Points of Interest highlights that significantly more first-year White students over aged 30 or older enrolled in developmental education over time.