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By Tamar Lewin, published in the New York Times, December 9, 2009.

From the New York Times, a debut column on math by Cornell professor Steven Strogatz features an introduction to numbers, from upsides (they're efficient) to down (they're ethereal).

By David Glenn in the Teaching section, Chronicle of Higher Education, Feb 7, 2010. This is an article about new research from the CUNY Graduate Center that looks at "self-regulated learning." With this method, math students work with their instructors to analyze their errors, reworking problems to be sure that they understand how to solve them next time. The article is available by subscription. For the full text, check with your local library.

KS posted a PDF of the article (see her 2/12/10 Coffee Klatch posting for the link).

Article in the New York Times by Elizabeth Green.

By Doug Lemov, published by Jossey-Bass 2010. Lemov was featured in the New York Times article, Building a Better Teacher, March 2, 2010. See lemov tag for the article.

By CC (Community College) Times, published April 21 2010. This article reports on Bill Gates's visit to Foothill College to observe the Math My Way program. From the article, "Math My Way groups cohorts of students who have similar math skill levels." Students then work in small groups, and one-on-one with instructors, as well as using both computer and paper drills and games.

GSCC's own Kathy Perino is an instructor in this program, and is quoted in the article.

Presented by the Bill & Melinda Gates Foundation, April 2010. This guide, "is the result of a year-long cross-foundation effort to develop common principles, approaches, and taxonomies to help staff decide how best to allocate time and resources for data collection and analysis." Link to the PDF of the full guide from this page.

By David Leonhardt, New York Times, The Way We Live Now column, May 3, 2010. The search for solutions to increase college completion. The author of this article takes the perspective of economic downturns, when there is a greater incentive for students to stay in school, or to return.

By Jacques Steinberg in The New York Times, Week in Review, May 14, 2010. The author discusses alternatives to four year colleges for struggling students. Vocational programs and on-the-job apprenticeship training may be preferable options.

By Pam Belluck in the Science section of the New York Times. January 20, 2011. Research indicates that students who were tested on material retained more than those who repeatedly study the material and those who draw detailed diagrams documenting what they are learning.

Shared by K.P. in January coffeeklatch.

By Jeffrey R. Young, in Technology (College 2.0), The Chronicle of Higher Education, February 27 2011. A variety of ways that college students are seeking "relevant" education outside of the classroom, some of which are more technology-reliant than others. The article cites the National Survey of Student Engagement (Indiana University) and states that "four of the eight 'high-impact' learning activities identified required no classroom time at all...."

Looks closely at learning outside of the classroom.

Based at Indiana University, "NSSE annually collects information at hundreds of four-year colleges and universities about student participation in programs and activities that institutions provide for their learning and personal development." According to NSSE, student engagement represents both "the amount of time and effort students put into their studies" and "how the institution deploys its resources and organizes the curriculum."

By Lisa W. Foderaro in the N.Y./Region section of The New York Times, March 3 2011. Dr. Gail Mellow is quoted in the article: "I embrace developmental education because it pivots lives." NOTE: The article contains some important current statistics about remedial and developmental ed needs in the CUNY system.

M.Z. posted this to the March 2011 Coffee Klatch.

By Kara Spak, Chicago Sun-Times, May 31, 2011. This article cites a recent report released by the Alliance for Excellent Education, which finds that "as many as one-third of students entering higher education need to take some sort of remedial or developmental course...." Putting a human face on these statistics is the profile of one student who graduated from high school with a 3.0 GPA and a B in "College Algebra" but still needed to take a non-credit developmental math course when she got to community college.

By Susan Engel, New York Times Opinion Pages, March 14 2011.

Part of LC's lesson, What is Good Writing, week 2, semester 3.

The Learning Network Blog on NYTimes.com. For two years, students, teachers, parents and others have posted and commented on this blog. Daily lessons for subjects across curriculum based on Times content are offered. Suggestions are given for using the The Learning Network posts in the classroom. The Learning Network is accessible without a digital subscription, as are the articles linked from Learning Network posts.

Edited by Dan Cohen and Tom Scheinfeldt, MPublishing, 2011. (Print edition forthcoming) This site is an open-access version of a volume of over 300 responses to questions posed by the editors in their social networks. Contributors were allowing only one week to respond. The approach, encouraging interactivity as well as a time limit, and the questions intended to provoke thinking on how digital media and technology can beneficially reform the academy. The editors convincingly state a good case for their choice of the word "hack."

Announcement of a Summary Report produced by Community College Research Center (CCRC) by Davis Jenkins, Shanna Smith Jaggars & Josipa Roksa, November 2009. The analysis looked at the Virginia Community College System (VCCS), studying a dataset of 24,140 first-time college students who enrolled in at least one VCCS course in summer or fall 2004. A PDF of the summary is available from this page, as is a link to the full-length technical version.

Part of The Aspen Institute, "The purpose of the Aspen Prize is to recognize community colleges with outstanding academic and workforce outcomes in both absolute performance and improvements over time. By focusing on student success and lifting up models that work, the prize will honor excellence, stimulate innovation, and create benchmarks for measuring progress." (Program Summary)

By Michael Winerip in the On Education column of the New York Times, October 23 2011. The article highlights students who have attended NYC high schools but then failed their placement tests when they arrived at CUNY community colleges. The system now offers an intensive remediation program called Start in which students focus on all 3 remediation subjects (reading, writing and math) for 5 hours/day, 5 days/week, all for a cost of $75 for the semester.