Developmental math redesign is leads us to question assumptions and think outside the box. One colleague posed a simple, yet thought-provoking question, "Do students really need that much math?" Another asked, "If there were no constraints, and we could design the best possible program for developmental math students, what would it look like?" Are alternate pathways possible?
One option being piloted at many colleges in CA, TX, NM and elsewhere is the alternate pathway, "Statway," which obviates the need for the traditional algebra sequence. Statway has received a great deal of attention of late including a recent article in the Chronicle. Of course, such an alternative is not popular with everyone as evidenced by a recent op-ed piece in the Sacramento Bee.
Statway and other initiatives to accelerate developmental education through the California Acceleration Project will be highlighted this Friday, May 10 at Oregon's second statewide conversation on dev ed, which will be held at Lane's new downtown campus.
Clearly this is a hot topic -- registration is full! However, if you can't make it in person, you can catch streaming live video beginning at 9:00 a.m.
What alternatives are possible? And how will collaboration through projects such as DIG Co-Lab contribute to this evolving conversation?
No comments:
Post a Comment