Reengineering Developmental Math

Accelerating Student Success Through High-Return Personalized Pathways

Topics: Community College, Academic Affairs, Academic Planning, Curriculum Development, Program Approval, Program Prioritization, Student Retention and Success, Developmental and Remedial Education

Top questions asked about math redesign

Arranged into three categories that map directly onto the sections of the best practice study, Reengineering Developmental Math, this toolkit addresses some of the most important questions posed to us by thought leaders and practioners throughout the course of our research.

Maximizing return from flipped classrooms

1. Which instructional models improve student success rates without draining institutional resources?

2. How can faculty maintain personal connections with students in a computer-mediated course?

3. What strategies exist to keep students motivated and on-pace to complete work in a self-guided course?

4. Who will help instructors in a computer lab? How can we be sure there is enough help available?

5. How do we ensure emporium implementation does not disrupt registration operations?

6. How will we decide on the best software to use in the emporium?

7. How do we minimize faculty and student confusion about the new developmental math system?

8. How will faculty members know what to do in the lab?

Matching curriculum to career goals

9. How can we match the math curriculum to students’ career goals with little to no financial investment?

10. What developmental math curricula serve as alternatives to traditional algebra?

11. How can we ensure enough students are interested in non-algebraic courses to make investment worth it?

12. Will four-year institutions accept transfer credit from non-algebraic developmental math courses?

13. How can we ensure instructors work well together in an integrated I-BEST classroom?

Determining optimal student mathpath

14. How can we prevent students from unnecessary placement into developmental courses?

15. What other factors can we consider to place students into developmental and college-level courses?

Three critical areas in need of redesign

Function-specific resources for flipping the classroom