outcomes

Innovators Speak: Creating a Co-Requisite Model for English Composition

Author: Greg Underwood, English Department Chair at Pearl River Community College As a chair, I helped oversee the Pearl River Community College English department’s shift from offering nine non-transferrable developmental hours before students could enroll in the traditional first semester writing course, to a track where those same students now directly enroll in a transferrable, four-credit hour first semester writing course. We’re now in our second year, and our tracking numbers show that academically, students perform at or above the levels they did previously. Combined with the fewer developmental hours students no longer have to take, we now retain more Read More…


Innovators Speak: Advice I Wish I Had While Considering, Planning and Designing our English Co-Requisite Model

Author: Dr. Jenny Billings, Chair of English and Study Skills at Rowan-Cabarrus Community College and Cengage Faculty Partner A year ago, I attended a state-wide meeting about changes coming to North Carolina Community Colleges: Developmental English was going to be redesigned, again. Rather than panic, pretend like it was going to go away, or wait around, I volunteered my department, my college, to be the first to pilot the proposed changes. I figured that if we were the first to pilot, we could help inform the System Office and possibly influence the decisions made. Plus, this is a good Read More…


9 Management Myths, Debunked!

As an instructor, you want your students to gain the skills needed to think and act like successful managers. Unfortunately, it’s easy for new managers to fall for the many myths about what good managers do. Check out these nine management myths, plus discover ways to help your students navigate the management world. MANAGEMENT MYTH #1: There’s only one right way to lead or manage. THE TRUTH: Leadership can be customized for different employees. Hersey and Blanchard argue employees have different levels of readiness for handling different jobs, responsibilities and work assignments. Accordingly, Hersey and Blanchard’s situational theory states that leaders need Read More…


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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Today’s Student: A Summary of Recent Research

In October and November 2014, the Today’s Student research study attracted 5,188 students—traditional and non-traditional, representing four- and two-year colleges – as participants. The study was developed
and deployed by Cengage Learning, Inc. and The Work Institute, LLC. The intent of the research was to give students a voice to describe their college expectations and experiences, what is important to them, and what their goals for the future are. Students were asked quantitative and qualitative questions ranging from defining success to their overall satisfaction with their college experience. In February and March 2015, a sample of focused follow-up phone Read More…


What’s Ahead for Edtech: Cengage Learning Leaders Weigh In

What might be the ultimate impact of today’s trends, insights, and innovations on the students in your classroom? And, what can you do to ensure that the technology you use has a positive effect on student engagement, outcomes, and success?

As an educator in today’s environment, we’re sure you ponder these questions from time to time—if not all the time. We recently asked several members of Cengage Learning’s leadership team to give us their thoughts on the top edtech trends. See what they had to say below!
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Pass Rates Rise with MindTap in Tech Course at Community College of Baltimore County

Renuka Kumar teaches Computer Science and Information Technology at the Community College of Baltimore Country in Baltimore, Maryland. She and her colleagues recently redesigned the course to bring it up to date, adding new material on collaboration, mobile devices, and emerging technologies. The course learning resource that the department was using at the time didn’t cover all the necessary new topics, so a search ensued for a better option.

In evaluating possible new solutions, department decision-makers had several criteria. First, they wanted a product that would be easy to use by students and instructors. The ability to integrate with the college’s Blackboard learning management system (LMS), something that wasn’t possible with the existing product, was also on the wish list.
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OWLv2 is Key to Meaningful Homework and Better Student Engagement

If variety is the spice of life nowhere is that more evident than inside a university classroom where distractions abound and students can easily find other things to do rather than focus on lectures and concentrate on homework. “I want them to know the homework assignments aren’t just busy work,” said Steven Neal, an organic chemistry professor at the University of Tennessee Knoxville.
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Questions to Help Adult Learners Set Their Success Strategies

Typically, the adult learners in your course want to succeed, and they are quite driven towards achieving success. However, most are also balancing many responsibilities, activities, and commitments at home, work, and elsewhere. As a result, they may have an ultimate goal in mind (a certificate or diploma that leads to a job)… but, they may benefit from additional encouragement and support, as well as a “refresher” on the specific traits, positive habits, and attitudes that enable them to earn academic success. In the Instructor’s Manual for her text, The Adult Learner’s Companion: A Guide for the Adult College Student, Second Edition, Deborah Davis provides a set of ten Read More…