ABSTRACT
By the 1980s, community college math instructors developed new practices, and students had novel resources such as tutorial centers. More specifically, math faculty became involved in student engagement, student outreach, and technology. The course structure changed slightly from the 1970s to the 1980s, as faculty realized their students were very weak in basic skills. Consequently, some schools added more developmental math courses, especially in arithmetic. Professional development continued to grow. AMATYC continued to develop. Additionally, the National Association of Developmental Education (NADE) was established as a resource for developmental education. Consequently, such organizations helped faculty to cultivate their teaching practices. Community college placement testing moved into a new era, as schools began to adopt computer adaptive programs such as Compass and ACCUPLACER. This was met with mixed results, as some faculty felt that, while more convenient, these new instruments did not accurately students.
