Students will also be required to schedule an additional 75-minute block each week in the Math Studio. The second meeting will be in a classroom where the students will work in small groups, discuss concepts and receive the framework for the week’s materials. One meeting will be in the Math Studio where students will work on their online assignments using MyMathLab software. Each section will meet twice a week for 75 minutes. ![]() Santa Fe will use the Emporium Model to redesign the course. The team wants to make the Intermediate Algebra course more engaging for students. Finally, the Community College Survey of Student Engagement has shown that 75% of Santa Fe students typically spend less than 10 hours per week preparing for classes, and they skip class more frequently than their peers at other Florida community colleges. Third, initial lack of student success in and progression through their mathematics courses functions as an impenetrable barrier that keeps students from completing their program of study and graduating. ![]() There is poor correlation between grades received on the final exam and grades in the course, as well as between grades received in the course and those received in subsequent courses for which Intermediate Algebra is a prerequisite. However, each instructor designs his or her own lesson plans, assessments, use of class time and part of the final exam. All sections use the same book and all students take the same common multiple-choice final exam. Second, there is a lack of consistency among sections. First, students have a wide range of abilities, and the average success rate is ~50%. The traditional course faces a number of academic problems. In its current format, the course is taught by both full-time faculty and adjunct instructors. The traditional course is predominantly lecture-based, meeting in either three 50-minute classes or two 75-minute classes each week. Santa Fe College ( SFC ) plans to redesign Intermediate Algebra, their largest math course, which enrolls ~2,760 students annually. For more information, contact the project contact listed above. NCAT was not involved in full implementation consequently, the project’s status beyond the pilot period is unknown. In the C 2R program, NCAT’s role was to introduce the course redesign methodology to participating institutions, assist them in developing project plans and work with them through the pilot period. Participants conducted a pilot of their redesign plans in fall 2009. Status: This project was part of Round III of NCAT's FIPSE-funded Colleagues Committed to Redesign (C 2R) program, 2009 – 20010. Twigg as well as archived NCAT materials will be available in UCF Libraries Special Collections & University Archives with materials accessible online through STARS. The collected writings of NCAT founder Dr. Please direct any questions to the University of Central Florida Center for Distributed Learning, which is the custodian of NCAT resources. ![]() This is a curated version of the NCAT website to enable continued use of NCAT resources by the higher education community.
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