Electronic Proceedings of the Twenty-sixth Annual International Conference on Technology in Collegiate Mathematics

San Antonio, Texas, March 20-23, 2014

Paper S106

This is an electronic reprint, reproduced by permission of Pearson Education Inc. Originally appeared in the Proceedings of the Twenty-sixth Annual International Conference on Technology in Collegiate Mathematics, ISBN 0113866726,Copyright (C) 2015 by Pearson Education, Inc.


Third Generation Redesign of a Developmental Mathematics Course: Finding What Works

Jessica Deshler


Department of Mathematics
West Virginia University
Morgantown, WV 26506

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Edgar Fuller


Department of Mathematics
West Virginia University
Morgantown, WV 26506


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Betsy Kuhn


Department of Mathematics
West Virginia University
Morgantown, WV 26506

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Doug Squire


Department of Mathematics
West Virginia University
Morgantown, WV 26506

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ABSTRACT

Over the past five years the Department of Mathematics at West Virginia University (WVU) has experimented with a number of different formats for its PreCollege Algebra Workshop. The program began with a standard lecture based course intended to prepare students who lack the necessary prerequisite algebra skills for mainstream credit bearing college mathematics courses. Subsequently the course was migrated to a selfpaced hybrid format and has been recently redesigned. In this paper we will describe the evolution of the structure of the course and present data on success rates in the course during the various redesigns.

Keyword(s): course redesign, developmental mathematics