English Version
Abstract
While developing strategies to meet the needs of underprepared students, public colleges and universities across the nation are being faced with directives, often stemming from public viewpoint, state legislatures, and/or state governing bodies of higher education systems, to modify existing university programs in an effort to decrease the cost of serving incoming or first year students, particularly those programs addressing developmental education. Middle Tennessee State University began a redesign of all its developmental courses in an effort to satisfy recommendations and to meet strategic planning objectives of its state governing board. The purpose of this report is to examine the results of the pilot year of the redesign initiative for two prescribed mathematics general education courses MATH 1010K, Mathematics for General Studies, and MATH 1710K, College Algebra. The newly developed plan provides a more comprehensive approach that results in enhanced academic quality, flexible delivery options, greater uses of technology, and a reduction in the number of required courses.
While developing strategies to meet the needs of underprepared students, public colleges and universities across the nation are being faced with directives, often stemming from public viewpoint, state legislatures, and/or state governing bodies of higher education systems, to modify existing university programs in an effort to decrease the cost of serving incoming or first year students, particularly those programs addressing developmental education. Middle Tennessee State University began a redesign of all its developmental courses in an effort to satisfy recommendations and to meet strategic planning objectives of its state governing board. The purpose of this report is to examine the results of the pilot year of the redesign initiative for two prescribed mathematics general education courses MATH 1010K, Mathematics for General Studies, and MATH 1710K, College Algebra. The newly developed plan provides a more comprehensive approach that results in enhanced academic quality, flexible delivery options, greater uses of technology, and a reduction in the number of required courses.
In an effort to effectively address the needs of underprepared students admitted to higher education institutions across the nation, many programs and initiatives have been implemented. Over the years, the discipline addressing this concern has been termed “developmental education.” According to Boylan and Bonham (2007),
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