Background:

To date, Developmental Math and College Algebra have been taught at the University of North Texas and North Central Texas College largely through the “Chalk and Talk” method to classes that often include over 100 students. The approach used is characterized by instrumental learning in which the faculty member pursues a linear path of presentation, practice, and assessment aimed at improving efficiency and effectiveness of existing processes (Mezirow, 1991). The significant instructional issue that is being addressed in the proposed redesign is the lack of academic success of a large number of the students who take these courses. Since these courses are prerequisite to a wide range of courses necessary for academic progress, this lack of success has wide implications.

The rationale behind the proposed redesign is to utilize a model for redesigning mathematics that has been demonstrated successfully at multiple institutions and to enhance that model by adding components that have been developed and employed successfully at the University of North Texas.

Features:

The primary design features that will be included are:

1. Use of the Math Emporium Model.

   The bulk of the mathematics instruction will be accomplished through the use of a computer laboratory and a commercial instructional product called MyMathLab. The approach will be modeled closely on that used at the University of Alabama and Dr. Joe Benson will serve as a consultant throughout the design and implementation stages.

2. Use of technology-based assistance request.

   In order to encourage students to seek assistance while in the lab by maintaining privacy and to maintain accurate records of assistance sought, a software program will be developed. This program will allow students to indicate electronically and privately that they need assistance and will keep track of the number of times assistance is sought.

3. Experiential Learning Component.

   The trademark of the UNT Next Generation Course Redesign™ approach is the use of experiential learning in introductory courses. Experiential learning has as its goal providing “double-loop” learning in which mental models are in use because habits of mind and neurologically wired structures of the brain require a second activity of conscious introspection during learning (Argyris & Schön, 1974). The proposed redesign project will design, implement, and assess an experiential learning component within both courses.

4. Participation in UNT’s Interdisciplinary Course Redesign Project.

   The math faculty from both institutions will be designated Faculty Fellows and participate in the course redesign project at UNT. This will entail retreats, monthly meetings, forums, and extensive interactions with Senior Faculty Fellows who have each redesigned, implemented, and revised large enrollment undergraduate courses. They will work with Faculty Fellows from History, Economics, and Communications to share ideas and encouragement through the year-long redesign process.

5. Construction of a Foundation for Course Redesign.

   The NCAT Math Emporium approach will be augmented through an analysis and revision of the Student Learning Outcomes for the courses. As the first step in the UNT Next Generation Course Redesign™ process, each Student Learning Outcome (SLO) will be carefully crafted and an assessment process will be designed to ensure that valid and reliable decisions can be made regarding the effectiveness of this approach.

6. Statewide Math Redesign Community of Practice (CoP).

   The University of North Texas proposes to serve as the lead facilitator to bring together all of the math redesign teams in the State that are working with Developmental Math and/or College Algebra. The goal will be to develop a CoP consisting of the redesign faculty and the support personnel at each institution. UNT will coordinate a monthly meeting via technology of the CoP members as well as external support personnel such as Dr. Joe Benson. In addition, the Math redesign faculty and support personnel at Texas Woman’s University will be invited to meet physically and more often with the UNT/NCTC teams. There has already been two exploratory meetings of the UNT/NCTC/TWU group and the group is considering sharing the tracking software that will be developed at UNT, sharing Math Lab sites, sharing lab tutors, realigning student learning outcomes jointly, and sharing outcome statistics.

7. Placement Analysis.

   As part of the redesign of these two courses, a careful analysis of the process through which students are placed in each course will occur. UNT has been undertaking serious review of its placement procedures over the past two years and will continue to evaluate how to best place students to allow them the best mix of opportunity to advance through courses quickly with the greatest chance of success.

8. Accelerated Approach.

   Both institutions have begun to experiment with a process through which students in Developmental Math can accelerate their progress through the course and complete both courses in one semester. This proposed redesign will bring a higher level of implementation and assessment to this approach.

9. Bridge Program.

   UNT is participating in a pilot program which has the goal of helping to prepare highly motivated college-bound high-school graduates with math-content deficit(s) to become academically ready for the rigor and challenge of college-level mathematics. The proposed redesign will study the results of the pilot to determine whether this approach should be made part of the redesign.

Reference: Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass Publishers.