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Provides an overview and history of the Tennessee Developmental Studies Redesign initiative. The PowerPoint presentation also addresses questions raised and answered by the initiative, including: why Tennessee needed to rethink developmental studies, how the state positioned itself for change, how Tennessee has changed developmental studies, and what strategies worked for the Tennessee's higher education system. (Dr. Paula Myrick Short and Dr. Treva Berryman, Tennessee Board of Regents, October 2010)

This resources was shared by Uri Treisman at the Workshop on Remedial Education in Nashville, TN on October 5-7

Presentation of the developmental mathematics course redesign project work and results at Chattanooga State Community College. The project has served as a pilot site for the Tennessee Developmental Studies Redesign initiative. (John Squires, Chattanooga State Community College, October 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Presentation of the developmental mathematics course redesign project work and results at Jackson State Community College. The project has served as a pilot site for the Tennessee Developmental Studies Redesign initiative. (Betty Frost, Jackson State Community College, October 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Presentation of the developmental reading course redesign project work and results at Northeast State Community College. The project has served as a pilot site for the Tennessee Developmental Studies Redesign initiative. (Dr. Xiaoping Wang, Northeast State Community College, October 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

The Education Commission of the States and the Tennessee Board of Regents held a meeting to examine the work undertaken by the Tennessee Developmental Studies Redesign initiative. Individuals from the pilot sites and task force members presented their project work and results at the October 7, 2010 workshop held in Nashville, TN.

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

As part of the Tennessee Developmental Studies Redesign initiative, the Math Curriculum Redesign Task Force was charged with developing an appropriate mathematic curriculum that would prepared students for success into entry level college mathematics courses. This presentation reviews the task force objectives and primary recommendations. (Math Curriculum Redesign Task Force, October 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Presentation of the developmental mathematics course redesign project work and results at Austin Peay State University. The project has served as a pilot site for the Tennessee Developmental Studies Redesign initiative. (Tristan Denley, Austin Peay State University, October 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Summarizes the findings and recommendations of the Developmental Education Task Force that was charged with identifying steps the Virginia Community College System could take to increase the success of students that require remedial education. (Virginia Community College System, September 2009)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Report that sets ambitious goals to increase the college completion rates and decrease achievement gaps at California Community Colleges

The Louisiana Postsecondary Education Review Commission's final report with recommendations on reforming the state's higher education system and increasing graduation rates to include admission standards, performance funding and developmental education reform.

With support from the Fund for the Improvement of Postsecondary Education (FIPSE), the Tennessee Board of Regents (TBR) has established a new system-wide initiative to redesign its developmental math and English curriculum using technology- supported, active-learning strategies.

Like GSCC, NCAT was also the recipient of a Gates Foundation emerging technologies grant. NCAT will redesign developmental math courses in community colleges integrating technology and learner-centered pedagogy.

These videos feature four community colleges that are participating in the Tennessee Developmental Studies Program Redesign. College representatives describe their redesign programs and results to date. (Tennessee Board of Regents, 2010)

The Tennessee Board of Regents (TBR) established a new systemwide initiative to redesign its developmental math and English curriculum using technology-supported active-learning strategies. The goal was to achieve improvements in learning outcomes as well as reductions in instructional costs. This effort was undertaken in collaboration with the National Center for Academic Transformation (NCAT), building on the successful models and lessons learned from NCAT's Program in Course Redesign and Roadmap to Redesign.

Melinda Gates' speech to the American Association of Community Colleges outlining Gates' Foundation strategy on developmental education.

Article in Houston Chronicle, funded through Hechinger Institute, on the challenge of remedial education in Texas. Emphasizes need for reform in delivery of remedial Education.