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We have done that with English - developed fewer-credit modules which fill in the gaps. We're exploring that kind of option in Math. One thing we did this semester that was extremely successful was to have a somewhat self-paced version of the 4-credit Pre-Algebra course. Many people in it were repeaters who had really struggled and others were "almost-made-it" students. By making it self-paced, there was an almost tangible transition of goals from assignment completion to assingment comprehension. As a result, some students finished the two credits in mid-semester. None are trying to complete the course until next semester, though, because each of them has a reason to need or want a reduction in workload. The pass rate looks like it's going to be 17 out of 20 of the original enrollees, with a goodly dose of A's and B's. Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 [log in to unmask] Webmastress, http://www.resourceroom.net >>> Geoffrey Krader <[log in to unmask]> 10/27/06 1:51 PM >>> I am hoping that I could tap your collective experience to help us with a program we are planning to trial in January. At Morton College, there are two developmental algebra courses (Elementary and Intermediate Algebra). Each course is a semester in length. Students may place into either course (or a lower level Basic Mathematics course). Students enrolled in Elementary Algebra who do not pass that course must retake the entire course and complete it successfully before enrolling in the Intermediate course. That delays their entry into Intermediate Algebra -- and college-level math -- by an entire semester. For students who did very poorly in Elementary Algebra, retaking the course seems to be the appropriate course of action. However, we believe that some students -- those who came "close" to passing -- might succeed in Intermediate Algebra if they could take a short remedial course between semesters to address the deficiencies that prevented them from passing the course in the first place. If they pass the intersession course, they would be able to enroll in Intermediate Algebra during the following semester as if they had passed Elementary Algebra in the first place. The intersession course would be by invitation only (i.e., instructors would identify students who might benefit from this course). Depending on the number of students (we are a relatively small community college), the topics covered might even be tailored to specific students' needs rather than follow a rigid syllabus. We are planning to run this course for the first time during the first half of January, before the start of the Spring semester. We would run the course again during the first half of August, before the start of the fall semester. I was wondering if any of you have experience with similar ideas, comments on this idea, or other ideas that address the same set of issues. If you do, I would appreciate hearing from you. Thanks, Geoff Krader Mathematics Instructor Morton College Cicero, IL 60804 ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To contact the LRNASST-L owner, email [log in to unmask] ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To contact the LRNASST-L owner, email [log in to unmask]