What We Talk About When We Talk About Modularization

• In Event: Poster Session 2
  In Poster Session: Learning Environments Poster Session

Abstract

In response to high numbers of incoming community college students referred to developmental mathematics and low success rates in these courses, community colleges are implementing reforms to address student progression and completion. Among the most popular approaches is modularization, which restructures curriculum into smaller, discrete units allowing students to take only the content they need potentially enabling students to complete their developmental requirements more rapidly. Despite the increasing prevalence of modularized course redesigns, there is a lack of research regarding the implications of modularization for student learning and progression. This paper presents analysis of interviews with students focusing on experiences learning mathematics in a modularized curriculum, perceptions of the content and performance requirements, and patterns of student progression through modules.

Authors

• Maggie Plunkett Fay, Teachers College, Columbia University

• Susan Bickerstaff, Teachers College, Columbia University