Faculty Input on the Benefits of and Support for Teaching Accelerated Developmental Mathematics
Keywords:
developmental education, developmental math, accelerated, faculty perceptionsAbstract
DOI: https://doi.org/10.36896/3.1fa1
The redesign of the instructional delivery of developmental mathematics courses is currently commonplace. This study reports the results of a survey of faculty who teach various models of accelerated developmental mathematics (ADM) courses in 2- and 4-year colleges across the United States. Findings reported and described include the positive outcomes encountered by faculty in ADM courses, the training and support offered to instructors to prepare for and teach these courses, the support services believed to work best for students, and the technology applied in conjunction with these interventions. The goal was to address a research gap pertaining to faculty input regarding developmental education (DE) instructional redesign.
References
Akst, G. (1995). Graphing calculators: A conversation with Bert Waits. Journal of Developmental Education, 18(3), 18-20.
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://tinyurl.com/y94n8xtn https://doi.org/10.36896/1.1fa2
Arendale, D. (1998). Increasing efficiency and effectiveness of learning for freshman college students through Supplemental Instruction. In J. Higbee & P. Dwinell (Eds.), Developmental education and its role in preparing successful college students (pp. 185-198). National Center for the First-Year Experience and Students in Transition. https://tinyurl.com/y9trbg6u
Attewell, P., Lavin, D., Domina, T., & Levey, T. (2006). New evidence on college remediation. Journal of Higher Education, 77(5), 886-924. www.jstor.org/stable/3838791 https://doi.org/10.1080/00221546.2006.11778948 https://doi.org/10.1353/jhe.2006.0037
Bahr, P. R. (2008). Does mathematics remediation work? A comparative analysis of academic attainment among community college students. The Review of Higher Education, 49, 420-450. https://tinyurl.com/y857geb3 https://doi.org/10.1007/s11162-008-9089-4
Bailey, T., Jeong, D., & Cho, S.-W. (2009). Referral, enrollment, and completion in developmental education sequences in community colleges. Community College Research Center, Teachers College, Columbia University. https://tinyurl.com/y857geb3
Bickerstaff, S., Fay, M. P., & Trimble, M. J. (2016). Modularization in developmental mathematics in two states: Implementation and early outcomes. [CCRC Working Paper No. 87]. Community College Research Center, Teachers College, Columbia University. https://tinyurl.com/y9hxdop8
Bishop, T., Martirosyan, N. M., Saxon, D. P., & Lane, F. (2018). The effect of acceleration on subsequent course success rates based on North Carolina developmental mathematics redesign. Journal of College Academic Support Programs, 1(1), 42-47. https://tinyurl.com/yb32y2sh
https://doi.org/10.36896/1.1fa5
Bloom, B. (1968). Learning for mastery. Evaluation Comment, 1(2), 1-12. (ED053419) ERIC. https://eric.ed.gov/?id=ED053419
Bonham, B. S., & Boylan, H. R. (2011). Developmental mathematics: Challenges, promising practices, and recent initiatives. Journal of Developmental Education, 34(3), 2-6, 8-10.
Boylan, H. R. (2002). What works: Research-based best practices in developmental education. National Center for Developmental Education.
Boylan, H. R., & Saxon, D. P. (2012). Attaining excellence in developmental education: Research-based recommendations for administrators. DevEd Press.
Byrnes, N. (2015). Lessons from the digital classroom. MIT Technology Review, 118(5), 79-81.
Cafarella, B. (2016). Acceleration and compression in developmental mathematics: Faculty viewpoints. Journal of Developmental Education, 39(2), 12-16, 18-19, 24-25.
Calcagno, J., & Long, B. (2008, August). The impact of postsecondary remediation using a regression discontinuity approach: Addressing endogenous sorting and noncompliance [Working Paper]. National Center for Postsecondary Research, Teachers College, Columbia University.
https://doi.org/10.3386/w14194
Capstick, M. K., Harrell-Williams, L. M., Cockrum, C. D., & West, S. L. (2019). Exploring the effectiveness of academic coaching for academically at-risk college students. Innovative Higher Education, 44, 219-231. https://doi.org/10.1007/s10755-019-9459-1
Casazza, M., & Silverman, S. (1996). Learning assistance and developmental education. Jossey- Bass Publishers.
Chickering, A., & Gamson, Z. (1991). Applying the seven principles for good practice in undergraduate education. https://www.lonestar.edu/multimedia/SevenPrinciples.pdf
Collins, M. (2016, April 4). From roadblock to opportunity: A fresh look at the core principles for transforming remedial education. JFF. https://tinyurl.com/ycyscesy
Complete College America. (2012). Remediation: Higher education's bridge to nowhere. https: //files.eric.ed.gov/fulltext/ED536825.pdf
Datray, J. L., Saxon, D. P., & Martirosyan, N. M. (2014). Adjunct faculty in developmental education: Best practice, challenges, and recommendations. The Community College Enterprise, 20(1), 36-49. https://www.schoolcraft.edu/cce/20.1.36-49.pdf
Davis, B. G. (2009). Tools for teaching (2nd ed.). Jossey-Bass Publishers.
Fong, K. E., Melguizo, T., Prather, G. & Bos, J. M. (2013). A different view of how we understand progression through the developmental math trajectory. https://tinyurl.com/y7q8jwjh
Kulik, J. A., & Kulik, C. L. (1991). Developmental instruction: An analysis of the research (Research Report Number 1). Boone, NC: Appalachian State University, National Center for Developmental Education.
Li, Q., Yang, X., & Payne, G. (2015). Integrated technology in teaching developmental math courses to increase student's critical thinking ability. European Journal of Educational Sciences, 2(3), 9-17. http://ejes.eu/wp-content/uploads/2016/01/2-3-2.pdf https://doi.org/10.19044/ejes.v2no3a2
Krippendorff, K. (2013). Content analysis: An introduction to its methodology (3rd ed.). Sage.
Martin, A. (2008). Ideas in practice: Graphing calculators in beginning algebra. Journal of Developmental Education, 31(3), 20-24, 26, 28-29, 32, 37.
Martirosyan, N. M., Kennon, J., L., Saxon, D. P., Edmonson, S. L., & Skidmore, S. T. (2017). Instructional technology practices in developmental education in Texas. Journal of College Reading and Learning, 47(1), 3-25. https://doi.org/10.1080/10790195.2016.1218806
National Center for Academic Transformation. (2012). Welcome to the National Center for Academic Transformation. https://www.thencat.org/
Saxon, D. P., & Martirosyan, N. M. (2017). NADE members respond: Improving accelerated developmental mathematics courses. Journal of Developmental Education, 41(1), 24-27.
Skidmore, S. T., Saxon, D. P., Zientek, L. R., & Edmonson, S. L. (2012). Technology integration in developmental education in Texas. Report prepared for the Texas Higher Education Coordinating Board.
Stern, G. M. (2012). Revised developmental math raising success at Tennessee's Cleveland State C.C. Hispanic Outlook in Higher Education Magazine, 22(16), 14-15.
Testone, S. (1998). Determining the appropriate use of graphing calculators in elementary algebra. Research and Teaching in Developmental Education, 14(2), 87-92.
Tong, J. A., Saxon, D. P., Boylan, H. R., & Bonham, B. S. (2012). Research overview and product list of mathematical software for developmental education. Research in Developmental Education 24(2). https://ncde.appstate.edu/ride
Twigg, C. A. (2011). The Math Emporium: Higher education's silver bullet. Change, 43(3), 25-34. https://doi.org/10.1080/00091383.2011.569241
Vick, N., Robles-Piña, R. A., Martirosyan, N. M., & Kite, V. (2015). The effectiveness of tutoring on developmental English grades. Community College Enterprise, 21(1), 11-26. (EJ1079729) ERIC. https://eric.ed.gov/?id=EJ1079729doi.org/10.1016/j.iheduc.2014.07.001
Visher, M. G., Weiss, M. J., Weissman, E., Rudd, T., & Washington, H. D. (2012). The effects of learning communities for students in developmental education: A synthesis of findings from six community colleges. https://files.eric.ed.gov/fulltext/ED533825.pdf
Yilmaz, R. (2016). Knowledge sharing behaviors in e-learning community: Exploring the role of academic self-efficacy and sense of community. Computers in Human Behavior, 63, 373-382. https://doi.org/10.1016/j.chb.2016.05.055
Zembylas, M. (2018). Rethinking the demands for 'preferred' teacher professional identities: Ethical and political implications. Teaching and Teacher Education: An International Journal of Research and Studies, 76(1), 78-85. https://doi.org/10.1016/j.tate.2018.08.011
Zhao, C.M., & Kuh, G. D. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45(2), 115-138. https://doi.org/10.1023/B:RIHE.0000015692.88534.de
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.
