Faculty Input on the Benefits of and Support for Teaching Accelerated Developmental Mathematics
Date
2020-08-01
Authors
Saxon, D. Patrick
Martirosyan, Nara
Journal Title
Journal ISSN
Volume Title
Publisher
Texas State University, The Education Institute
Abstract
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.
Description
Keywords
developmental education, developmental math, accelerated, faculty perceptions
Citation
Saxon, D. P., & Martirosyan, N. (2020). Faculty input on the benefits of and support for teaching accelerated developmental mathematics. Journal of College Academic Support Programs, 3(1), pp. 10-19.