ABSTRACT
Community college math continued to develop into and throughout the 1990s. Professional development organizations such as AMATYC and NADE continued to thrive and help faculty to enrich their classes and institutions. Community colleges were introduced to the concept of distance learning, and they shared their experiences of distance learning prior to the Internet. For example, the discipline was introduced to distance learning. Consequently, the participants discussed distance learning before the Internet.
Technology continued to grow in the 1990s. Community colleges utilized scientific and even graphing calculators. However, faculty had differing opinions on calculators. Computer software emerged in the classroom. Faculty noticed a change in the community college student population as well. Older and non-traditional students were returning to school.
Faculty also saw an increase in Black and Hispanic students. There was a rise in ESL students, who struggled in math. Faculty noticed another change as well. Faculty felt supported by their administration in the 1970s, 1980s, and part of the 1990s; however, toward the end of the decade, they began to feel questioned and undermined.
