Disciplinary Roundtable Developmental Mathematics Redesign at Santa Fe College Katey Arnold

Santa Fe College, Gainesville FL Redesigned Course: Intermediate Algebra (college elective credit) Fall Enrollment: approximately 2100 students 70 sections of about 30 students each Before: Three 50 minute classes or two 75 minute classes each week, predominantly lecture based with individual faculty designing their own lesson plans and use of class time

Goals of our Redesign: Increase student success and retention through active learning and immediate feedback Achieve consistency across all sections so all instructors cover the same material at the same pace and level of difficulty

Status of our Redesign Model: modified emporium approach In Fall 2009, we piloted 8 sections of 40 students each, with encouraging results. Over a five-year period, we are gradually implementing a full course redesign, so that by Fall 2013, basically all sections will be in the redesigned format.

Issue #1: Colleagues’ Reactions To get started, identify and admit the problem – without blame Research and discuss solutions Common initial concerns: -- redesign can’t work for our students -- online work cannot properly prepare students for the next level -- online work cannot possibly teach concepts or the writing of good mathematics

Overcoming These Reactions We sent many faculty to visit other redesign programs to see students in action and speak with excited faculty Found creative ways to address concerns Open communication is vital – different viewpoints were represented on our design team, and each development was sent out to the department for review and comments Results speak for themselves

Issue #2: Learning Materials First chose a textbook that fit our department’s goals (reform oriented) and had a robust online system Teamwork to create online assignments and schedule Full vetting of a new common final by the entire department Creation of a notebook to help students learn how to take notes and write good mathematics

Issue #3: Student Reactions Students had no problem adapting to doing work online Instructors must be careful about how they describe the course format to help students become comfortable By the end of the semester, many students voiced a newfound confidence in their own abilities and less anxiety about math class Students are thrilled by their own success

Contact: Katey Arnold Math Studio webpage: