Changing diets and the transformation of the global food system.

An aspirational global food system is one that delivers across a suite of the Sustainable Development Goals (SDGs), including universal access to healthy diets, which can also codeliver on climate and environment SDGs. The literature has downplayed the relative contribution of dietary change to sustainable food systems. In this perspective article, we argue that the potential for positive transformational change in diets should not be underestimated, for two sets of reasons. First, the dynamism of diets over long-term and, especially, recent history shows the potential for rapid and widespread change, including toward more diverse and healthier diets. Second, contemporary behavioral research demonstrates promising tactics to influence consumers' dietary choices. Since the entire food system creates the circumstances of those choices, the most effective strategies to shift diets will involve multiple approaches that deliberately aim not just to influence consumers themselves but also to incentivize all actors in the food systems, taking into account multiple agendas and values. The effectiveness of actions will depend on the political economy at local, national, and global levels. Overall, there are reasons to be hopeful about the potential for accelerated global dietary change, given both historic trends and the growing suite of tools and approaches available.

Exploring Institutional Change in the Context of a Statewide Developmental Education Reform in Florida.

We explore institutional change and organizational learning in higher education in the context of a large-scale reform of developmental education in Florida. We use statewide survey data to examine administrators' perceptions of the use and effectiveness of accountability metrics, methods to identify solutions to improve student outcomes, and challenges responding to data. We find that institutions most commonly use accountability data to track their own performance, but find it less effective for making comparisons across colleges. Institutions use a variety of methods to identify solutions for improvement; with the most common method being presentations at professional association conferences. The greatest challenges in reviewing and responding to data are finding resources to implement solutions and understanding underlying problems affecting student outcomes. We conclude with implications for policymakers and state agency staff designing large-scale reforms in order to encourage organizational learning and promote meaningful change.

Reading, Writing, and English Course Pathways when Developmental Education is Optional: Course Enrollment and Success for Underprepared First-time-in-College Students.

Academic underpreparedness is an issue for many first-time-in-college students, particularly those entering community colleges. Whereas many underprepared students enroll in developmental education, research has indicated that traditional remediation may not increase students' chances for success. Therefore, states and colleges have begun to implement new course placement strategies to increase the accuracy of initial course placement and new instructional approaches to better serve their developmental students. Specifically, in 2013, the state of Florida passed Senate Bill 1720 which redesigned developmental coursework and placement policies across the Florida College System. The reform lifted developmental education placement exam testing and course enrollment requirements for certain exempt students, irrespective of prior academic preparation or achievement. The current study focuses on these exempt students-those who had the option to bypass developmental education-who were also underprepared, and their initial course selection and subsequent success in their gateway (introductory college-level) English course. Using statewide student-level data and logistic regression techniques, the results indicated that level of preparation was related to students' course enrollment and gateway English course success. Students slightly underprepared in reading or writing were more likely than severely underprepared students to enroll in the gateway English class, relative to a developmental reading or writing course. In reading and writing, slightly underprepared students were more likely to pass English, relative to severely underprepared students. The authors consider the findings in light of recent national changes to developmental education and offer recommendations for policy and practice.

What Happens to Underprepared First-Time-in-College Students When Developmental Education is Optional? The Case of Developmental Math and Intermediate Algebra in the First Semester.

In 2014, developmental education became optional for many college students in Florida, regardless of prior academic preparation. This study investigated first-semester math course enrollment patterns for underprepared first-time-in-college (FTIC) students who would have previously been required to take developmental math and the passing rates for the students electing to take Intermediate Algebra (the most common gateway math course in Florida). We found that roughly a 3rd of underprepared students enrolled in developmental math, a 3rd enrolled in Intermediate Algebra, and roughly a 3rd enrolled in no math course whatsoever, with preparation level being related to enrollment pathways. Among those who enrolled in Intermediate Algebra, a small percentage also enrolled in developmental math in the same semester, either through a compressed or corequisite course, and FTIC students who received same-semester developmental support were more likely to pass Intermediate Algebra compared with similar underprepared students who took Intermediate Algebra without developmental support.

Scaffolding Mathematics Remediation for Academically At-Risk Students Following Developmental Education Reform in Florida.

The purpose of this qualitative study is to understand how educational scaffolding may explain changing patterns of student success in mathematics in the era of developmental education (DE or remediation) reform in Florida College System (FCS) institutions. Specifically, we apply the concept of scaffolding to underprepared FCS students who are at risk of dropping out or failing gateway courses (the first credit-bearing college-level class in a course sequence) because they lack the academic skills necessary to succeed in college-level coursework, particularly in mathematics. We present data from focus groups conducted at 10 FCS institutions, suggesting that a reduction of scaffolding in math remediation occurred in the areas of course sequencing, instruction, and coordination with academic support services following state-level policy changes. In light of these findings, we offer a discussion of practical recommendations for college administrators related to academic advising, instructional strategies in DE courses, coordination between developmental and college-level instructors, student success courses, and the integration of DE instruction with academic support. We also suggest directions for continued research on the effects of policy changes in the FCS and DE reform efforts across the country.