COLLEGE ALGEBRA REDESIGN: IMPROVE STUDENT LEARNING AND SUCCESS USING A HYBRID EMPORIUM MODEL

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dc.contributor.advisorHattingh, Johannes H.
dc.contributor.authorGeddes, Andrewen_US
dc.contributor.departmentMathematicsen_US
dc.date.accessioned2015-05-07T14:43:42Z
dc.date.available2015-05-07T14:43:42Z
dc.date.issued2015
dc.descriptionApril Church, Department of Mathematicsen_US
dc.description.abstractThe purpose of this project is to describe a learning-based college algebra (Math 1065) course redesign at East Carolina University. Historically, East Carolina University’s College Algebra program maintained a high enrollment rate and a high fail rate (of approximately 40%). In 2012, the Department of Mathematics transitioned college algebra from a traditional lecture style format, where classes met two to three times a week for approximately three hours, to a hybrid emporium model, where classes meet once a week in conjunction with a three hour algebra lab requirement. The redesign attempted to improve student learning and ABC rates with a class that must maintain a high enrollment. This project reviews the steps taken to receive approval and funding from the university, the preliminary research for the redesign, steps taken to prepare course content and facilities, an overview of the redesigned course structure, the findings and conclusions prior to and following implementation, and a potential redesign plan for another struggling introductory mathematics course (Math 1083).en_US
dc.description.degreeB.S.en_US
dc.identifier.citationGeddes, Andrew. (2015). College Algebra Redesign: Improve Student Learning and Success Using a Hybrid Emporium Model. Unpublished manuscript, Honors College, East Carolina University, Greenville, N.C.en_US
dc.identifier.urihttp://hdl.handle.net/10342/4818
dc.subjectCollege algebraen_US
dc.subjectCourse redesignen_US
dc.subjectHybrid Emporium Modelen_US
dc.titleCOLLEGE ALGEBRA REDESIGN: IMPROVE STUDENT LEARNING AND SUCCESS USING A HYBRID EMPORIUM MODELen_US
dc.typeHonors Projecten_US

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