Student-to-Student Support in Developmental Mathematics Courses
Keywords:
education, student-to-student support, developmental mathematics, tutorsAbstract
DOI: https://doi.org/10.36896/2.2pp1
During the Fall of 2015, faculty and staff at a large community college district with an enrollment of 55,000 in the Southwest United States were encouraged to apply for Innovation Challenge Grants. The goal of these grants was to allow faculty and staff an opportunity to create, innovate, and share ideas, so that the college could strive to be one of the best organizations by developing an environment for students to learn and grow. The funding of this grant came from the district president allowing 5% of the budget from each division to be funneled into a pool of money, from which faculty and staff could apply for a grant. A committee would review each grant request and make recommendations as to whether to approve the funding.
For developmental mathematics (DM), a group of three faculty members got together to brainstorm ways these innovation funds could be used to assist students enrolled in DM courses. The meeting focus was directed to students taking weekend DM courses as part of the Weekend College Program. The colleges' Weekend College Program offers alternative scheduling for those unable to attend college during a traditional time frame, desiring to augment a traditional class schedule, or add classes to their day, evening or online schedules.
References
Altomare, T. K., & Moreno-Gongora, A. N. (2018). The role and impact of supplemental instruction in accelerated developmental math courses. Journal of College Academic Support Programs, 1(1), 19-24. https://doi.org/10.36896/1.1fa2
DeFeo, D. J., Bonin, D., & Ossiander-Gobeille, M. (2017). Waiting and help-seeking in math tutoring exchanges. Journal of Developmental Education, 40(3), 14-22.
Dias, O., Cunningham, A. W., & Porte, L. (2016). Supplemental instruction for developmental mathematics: Two year summary. MathAMATYC Educator, 7(2), 4-9.
Kosovich, J. J., Hulleman, C., Phelps, J., & Lee, M. (2019). Improving algebra success with a utility-value intervention. Journal of Developmental Education, 42(2), 2-9.
University of Missouri Kansas City. (n. d.) Academic support and mentoring. Retrieved from https://www.umkc.edu/asm/umkcsi/
Weinerman, J., & Kenner, C. (2016). Boredom: That which shall not be named. Journal of Developmental Education, 40(1), 18-23.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
