Faculty Input on the Benefits of and Support for Teaching Accelerated Developmental Mathematics

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dc.contributor.authorSaxon, D. Patrick
dc.contributor.authorMartirosyan, Nara
dc.date.accessioned2022-03-22T20:58:41Z
dc.date.available2022-03-22T20:58:41Z
dc.date.issued2020-08-01
dc.description.abstractThe 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.
dc.formatText
dc.format.extent10 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationSaxon, 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.
dc.identifier.doihttps://doi.org/10.36896/3.1fa1
dc.identifier.issn2577-9990
dc.identifier.urihttps://hdl.handle.net/10877/15543
dc.language.isoen
dc.publisherTexas State University, The Education Institute
dc.sourceJournal of College Academic Support Programs, Spring/Summer 2020, Vol. 3, No. 1, pp. 10–19.
dc.subjectdevelopmental education
dc.subjectdevelopmental math
dc.subjectaccelerated
dc.subjectfaculty perceptions
dc.titleFaculty Input on the Benefits of and Support for Teaching Accelerated Developmental Mathematics
dc.typeArticle

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