Faculty Inquiry in the Context of Developmental Redesign: Experiences of Six Arkansas Community Colleges

When teachers conduct faculty inquiry, everything is up for examination—their classrooms, their students, and their own instruction. Good teachers have always tried new things in the classroom and gauged student response. However, in the inquiry process experimentation, observation, and analysis are intentional and systematic. Questions are rooted in practice; observations are verified with data. And the inquiry process is iterative. The findings of inquiry can lead to action, which in turn becomes the subject for further examination. In addition, when inquiry is conducted in collaboration with colleagues, the results can lead to more consistency and continuity across courses.

This report details the key learnings of a group of 6 community colleges in Arkansas that effectively used faculty inquiry to redesign their developmental education sequence. These learnings are applicable to all colleges and can be used to inform their process of developmental education redesign.

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