Material Detail

Oregon State University was facing a challenge with very high drop/fail/withdraw rates in their development math courses. As part of the solution, in 2017 they worked as a team to incorporate adaptive learning platforms into their course redesign. Over multiple semesters, they saw great improvements for their DFW rates.

Improving the teaching and learning experiences for students and faculty, particularly in foundational courses such as developmental math, requires institutional supports and significant coordination among university faculty and leadership. In 2016, Oregon State University was awarded with a three-year grant from APLU that aimed to use adaptive courseware to improve student outcomes in introductory and gateway courses such as developmental mathematics. For this discussion, Oregon State University instructors, Sara Clark (Senior Mathematics Instructor and Academic Advisor) and Liz Jones (Instructor of Mathematics), share how they coordinated the redesign of their developmental math courses, as well as how adaptive learning courseware was integrated to successfully improve course Drop/Fail/Withdrawal rates. Professors Clark and Jones also reflected on the impact of COVID-19 at OSU and projected how the recent transition to remote teaching might inform decisions for the fall of 2020 semester.

This will delete the comment from the database. This operation is not reversible. Are you sure you want to do it?

Thank you for reporting a broken "Go to Material" link in MERLOT to help us maintain a collection of valuable learning materials.

If you feel this material is inappropriate for the MERLOT Collection, please click SEND REPORT, and the MERLOT Team will investigate. Thank you!

You are being taken to the material on another site. This will open a new window.

Do not show me this again