developmental studies

Infographic: It All Adds Up to Student Success with MindTap Math Foundations

“My class went from a 50% pass rate with a competing product to an 85%, 90%, and 92% pass rate for my 3 sections with MindTap Math Foundations.” –Jea Joseph, Instructor, Oakwood University Last Fall, students and instructors from around the country used MindTap Math Foundations in their developmental math classes. They noticed a difference.

63% of students felt that they would earn a grade of B or better

Built with students, for students in Developmental Math from the ground up, MindTap Math Foundations (MTMF) instills confidence in students and motivates them to succeed. Helpful tools, such as step-by-step tutorials, learning Read More…


Focusing on the Success of Today’s Dev Math Students

Each year, more than one million U.S. students start college by enrolling in remedial education; however, many won’t complete the work. According to a study from the US Department of Education, only 27% of students in remedial math will ever earn a bachelor’s degree; that means that 73% will not.

For these students, developmental math is not simply a barrier to a degree—it’s a barrier to their career and personal goals. On a broader scale, this has a significantly negative impact on the health of the workforce, and the economy, in the United States. Changing this statistic is absolutely crucial for the future of our country, and the challenge to do so belongs to all of us.

As experts in educational content, pedagogy and technology, at Cengage Learning we are in a position to be a catalyst for change. Our focus on the student is a core tenet of our mission as an organization; we want to put students front and center of everything we do.

In order to create a solution that truly addresses the needs of students in developmental math courses, we needed a new approach. We needed to start from scratch and we needed to start with the student.

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Closing the Gap in STEM Education: The Appeal of Technology in the Classroom

What do students want from math and science courses? What do they expect from the technology used in the classroom?

Our infographic “Closing the Gap in STEM Education: The Appeal of Technology in the Classroom,” shows the challenges students face… as well as the resources (and support) they believe would help them succeed in their courses.

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Inside the Students and Instructors of STEM Education

Two recent studies by Cengage Learning identify the four unique types of students enrolled in Science, Technology, Engineering, and Mathematics (STEM) courses, and the three types of instructors who teach them.

From self-reliant doers and resourceful strugglers to tech-savvy instructors, find out which group matches your personality.

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Innovative Developmental Math Solution Improves Educational Outcomes at Borough of Manhattan Community College

As a full-time mathematics lecturer at CUNY BMCC, Professor Dale Dawes (who teaches everything from developmental mathematics through calculus) sees math anxiety in students young and old, in all of his classes.

In the past, Dawes struggled to identify struggling students, and then find time to provide individualized help to each of them. Furthermore, the process of grading mathematics assignments was taking up much of the time he’d prefer to spend giving those students the one-on-one attention that they need.

But now, thanks to Enhanced WebAssign® (EWA), Dawes has more freedom to offer his students individualized assistance. EWA is a cloud-based learning and feedback tool designed to promote critical thinking, automate the grading process, and provide students and instructors with real-time performance evaluations and results. Dawes, who uses EWA across all of his Mathematics courses, is a devoted user of EWA due to the flexibility it offers—from both the student and instructor perspectives. For instance, instructors can implement as much or as little of their content & rules in it, while students have a broad choice of ways to learn the data.
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Overcoming Graduation Obstacles: Improving Outcomes

For more than a year, Cengage Learning visited community college campuses around the country and conducted interviews with one hundred students in developmental education courses. We learned about the specific barriers that hindered their success, and we also discovered much about the factors that can help them successfully engage in their courses and complete their education.

Our new infographic gives a quick overview of the factors that have an effect on student outcomes in developmental mathematics. We share many of the insights we gained about the obstacles that students face on their journey towards success, including a lack of time, limited access to quality online resources outside of class, and challenges with content retention. You’ll also see what they believe could have a positive impact on their persistence and engagement, such as real-time, interactive, and personalized homework assistance.

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MindTap Supports Strong Outcomes in Developmental English

As an instructor of Developmental English, you have numerous goals for your students. Among these,  you undoubtedly want to see high levels of student engagement, as well as strong outcomes and student success.

How can you help your students achieve these important goals? Try assigning digital. When MindTap counts for at least 20% of their grade, students in Developmental English are engaging in course material more and performing better.

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Why Course Redesign is the Bee’s Knees for Developmental Education

Guest Contributors: Maggi Miller, Manager, and Ann Wolf, Professional Educator, TeamUP Cengage Learning Peer-to-Peer Faculty Development.

Thinking behind Course Redesign

Course redesign has become a buzzword in Developmental Education (DE). Instructors want to create pathways that result in improved retention and persistence at college, and students want ways to move through their DE coursework more quickly. From flipping the classroom, to increasing contextualization to aligning syllabi to state standards, redesign is a “bee in our bonnet” these days. The American Association of Community Colleges made a commitment to “Redesign developmental education fundamentally, creating new evidence-based pathways that accelerate students’ progress Read More…


Enhanced WebAssign® Helps Skilled Paramedic “Ace” Math

Samantha Golovner, a part-time student at Cleveland Community College in North Carolina, works full-time, putting in 24-hour shifts as a paramedic, and fits in school, studying, fitness, and a social life on the other days of the week. Most of her classes are online, which makes her life a bit easier because she can attend to her coursework whenever her schedule allows. Samantha is pursuing an Associate’s Degree in Nursing, and plans to get a Bachelor’s degree in the medical field on the way to a career as a nurse or physician’s assistant. As an experienced paramedic, she Read More…


My Students Aren’t “Readers”

Guest Contributor: Beth Pandolpho, Mercer County Community College. One of the challenges of teaching non-credit reading courses is that many of my students don’t read outside of class – at all. When asked what they like to read, I hear over and over again that not only are they not reading books, but they aren’t reading magazines, newspapers, online news sources, or even special interest blogs. They are unapologetic about their lack of interest in reading because, in their opinion, reading is “boring”. Their reading consists primarily of social media posts, emails, and texts, none of Read More…