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Transforming developmental education to promote and enhance student success is an ongoing process. This paper discusses how the Cross Curricular Career Community (C4) was developed and how frequent faculty discussion guides program evolution. Through the lens of business management theory, program changes grounded in personal and professional accountability have led to positive impacts on interactions among faculty, students, and the program in support of student agency, responsibility, and perseverance. [ABSTRACT FROM AUTHOR]

A survey was conducted among second-year students in organic chemistry (OC) lab and first-year students in English composition (EC) to determine whether an interdisciplinary exchange and review of articles would improve students' understanding of the process of scientific research and of writing within the field of chemistry. The primary suggestions offered by students are requirement of training in finding literature for the review, practice in writing the review and developing a hypothesis before the quarter in which the research article is researched and written.

The article discusses the implementation of a common grading rubric to evaluate the writings of nursing students in the U.S. Topics mentioned include the purpose of the rubric to address grading inconsistency which affects writing outcomes, the inclusion of the purpose of writing in the profession on the writing guideline, and use of the rubric in a grading exercise in a workshop.