Learning Network Convening 2022 Resources

Resources

Our bank of resources includes a number of valuable reports and toolkits developed by members of the Strong Start to Finish network, many of whom presented at the 2022 Learning Network Convening. These resources take a deep dive into developmental education reform and corequisite supports.

SStF Reports and Toolkits

 

Implementation Pathways for Developmental Education Reform Report Cover

Implementation Pathways for Developmental Education Reform

By: Sharmila Mann and Emily Warren
Read the Implementation Pathways Report

No Room for Doubt Report Cover

No Room for Doubt: Moving Corequisite Support from Idea to Imperative

By: Complete College America
Read the No Room for Doubt Report

 

Corequisite Math Report Cover

Corequisite Mathematics Toolkit

By: The Charles A. Dana Center
Check Out the Corequisite Math Toolkit

 

Success & Equity Report Cover

Success & Equity Through Quality Instruction

By: ACUE and Sova
Read the Success & Equity Report

 

Faculty & Staff Support Toolkit Cover

Faculty & Staff Support: A Toolkit for Mid-Level Managers

By: Sova and The Charles A. Dana Center
Check Out the Faculty & Staff Support Toolkit

Self-Placement Report Cover

Developmental Education Self-Placement Approaches

By: Phase 2 Advisory
Read the Self-Placement Report

 

 

ACUE Back to School Webinars

By: ACUE
Watch the ACUE Webinars

 

 

Scaling Site Evaluation Executive Summary Cover

Strong Start to Finish Scaling Site Evaluation – Executive Summary

By: Bruce Vandal Consulting
Read the Scaling Site Evaluation

 

Improving College Success for Students in Corequisite Reading Report Cover

Improving College Success for Students in Corequisite Reading

By: Florence Xiaotao Ran, Susan Bickerstaff and Nikki Edgecombe
Read the Improving College Success Report

Systematic Change Report Cover

Leading a Systematic Change Process

By: Texas A&M University – Texas, Texas Rural Funders
Read the Systematic Change Report

 

Learning Mindsets Report Cover

Learning Mindsets Matter for Students in Corequisite Courses

By: Motivate Lab
Read the Mindsets Matter Report

 

Improving Equity Report Cover

Improving Equity Throuh Corequisite Support

By: University of Houston, Houston Community College and Strong Start to Finish
Read the Improving Equity Report

Finding Relevance in College Math Report Cover

Finding Relevance in College Math

By: Motivate Lab
Read the Finding Relevance Report

 

SStF Network Blog Posts

 

Student Self-Placement as an Equity Strategy

By: Melinda Karp
Read Melinda Karp’s Blog Post

Developmental Education Reform for English Learners

By: Jessica Brathwaite, CCRC
Read Jessica Brathwaite’s Blog Post

Faculty Are Key to Student Success

By: Jonathan Gyurko, ACUE and Brandon Protas, Complete College of America
Read Jonathan Gyurko and  Brandon Protas’s Blog Post

 

 

Supporting Faculty Development through Policy and Practice

By: Karon Klipple, Carnegie Math Pathways/WestEd and Alison Kadlec, Sova
Read Karon Klipple and Alison Kadlec’s Blog Post

Lessons from Corequisite Math Reform

By: Lauren Schudde, University of Texas at Austin
Read Lauren Schudde’s Blog Post

Lift Ev’ry Voice for Math

By: Vanson Nguyen, College of Alameda and Jamylle Carter, Diablo Valley College
Read Vanson Nguyen and Jamylle Carter’s Blog Post

The Strong Start to Finish Equity Philosophy

Strong Start to Finish addresses equity by working to change systems to meet the needs of students who are adversely impacted by traditional developmental-education practices: Black, Brown, Asian-American and Indigenous students, students with low incomes and adult learners. Below, we share links to articles that address racial equity in theory and practice.

Racial Equity Resources

Note: Many of these resources are behind a paywall

Accountability, equity, and practitioner learning and change.

Bensimon, E. M., Rueda, R., Dowd, A. C., & Harris, F., III.(2007), Metropolitan Universities

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Reclaiming racial justice in equity.

Bensimon, E. M. (2018), Change: The Magazine of Higher Learning

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The role of institutional agents in providing institutional support to Latinx students in STEM.

Bensimon, E. M., Dowd, A. C., Stanton-Salazar, R., & Dávila, B. A. (2019), The Review of Higher Education

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First-generation equity practitioners: Are they part of the problem?

Bensimon, E. M., & Gray, J. (2020), Change: The Magazine of Higher Learning

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The case for an anti-racist stance toward paying off higher education’s racial debt.

Bensimon E.M. (2020), Change: The Magazine of Higher Learning

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Silence is complicity: Why every college leader should know the history of lynching.

Bledsoe, C. L., Dowd, A. C., & Ward, L. W. (2020), Change: The Magazine of Higher Learning

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“Never Forget” the History of Racial Oppression: Whiteness, White Immunity, and Educational Debt in Higher Education.

Cabrera, N. L. (2020), Change: The Magazine of Higher Learning

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Equity Priniciples

UCS Rossier School of Education, Center for Urban Education

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The Challenges and Tensions of Equity-Minded Teaching.

Castillo-Montoya, M. (2020), Change: The Magazine of Higher Learning

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The false notion of “race-neutrality”: How legal battles in higher education undermine racial equity.

Garces, L. M. (2020), Change: The Magazine of Higher Learning

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Reclaiming the moral case for educational equity.

Martínez Alemán, A. M. (2020).  Change: The Magazine of Higher Learning

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Do We Really Know What We See? The Role of Cognitive Bias in How We View Race in Higher Education.

Park, J. J. (2020), Change: The Magazine of Higher Learning

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Dear White people: Reimagining Whiteness in the struggle for racial equity.

Patton, L. D., & Haynes, C. (2020), Change: The magazine of higher learning

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Designing for racial equity in student affairs: Embedding equity frames into your student success programs.

Pendakur, V. (2020), Change: The Magazine of Higher Learning

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Unrelenting inequality at the intersection of race and class.

Rendón, L. I. (2020), Change: The Magazine of Higher Learning

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Crafting A Racial Equity Practice In College Math Education

Cheryl D. Ching and Maxine T. Roberts, Journal of Diversity in Higher Education (2021)

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