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Colleges and university systems nationwide are implementing reforms in remedial math policy, course structure, curricular content, and pedagogy. However, little research has examined how faculty and students experience these redesigns or how such changes may impact student experiences and likelihood of completion in unintended ways. This qualitative study examines faculty and student experiences across three redesigned remedial math course models including a hybrid, co-requisite and quantitative reasoning course. Findings suggest that the theory of action underlying course models is often inconsistent with stakeholders’ experiences in courses, and that unanticipated consequences of course redesigns can undermine the goals of reforms.
Presenter: Maggie Fay
Maggie P. Fay is a Ph.D. candidate in sociology at the City University of New York Graduate Center, and a Research Associate at the Community College Research Center at Teachers College, Columbia University. Her research focuses on developmental mathematics, reforms to developmental math courses, and how student characteristics - such as gender and non-cognitive skills - play a role in course performance.
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