The goal of GSCC is to improve the historically low pass rates of developmental students, which is a serious impediment to increasing college completion rates.
“Through GSCC we have learned that strong relationships with college faculty who use great teaching practices are key to student success in developmental courses. We also know that no two classrooms—and no two faculty members, nor any two students—are the same.”
- Marisa Klages, GSCC Project Director
The GSCC process is deeply rooted in adult learning theory, which has been adapted to an online environment. The community of faculty, working independently and then in collaboration with others in their discipline, reflect on their classroom experience over the course of two semesters. Faculty use tags to describe and comment on practice. The tags create a unique set of pedagogical patterns that enable faculty to describe, visualize and explore adapting their pedagogy.
GSCC links pedagogical patterns and practices to formative student assessments thereby seeking to build a clear link between teaching and learning.
Read our press release to learn more about GSCC 2.0.
Read the GSCC Manifesto, developed by a group of developmental education faculty nationwide, following their participation in the 2011 Pedagogy Matters! Jam.
Read about the goal of GSCC and how Dr. Gail Mellow envisioned the challenge in 2008.
Learn more about our 2012-13 Faculty Fellows.
Meet the Coaches who will be guiding the new cohort of faculty through GSCC 2.0.
Learn about the organizations that comprise the GSCC Team, and their various contributions to the project.
Read about GSCC in the news on our Media Coverage page.
For more about our funding, see our Grant Details page.