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“The developmental mathematics redesign project has been a work-in-progress over many years with many contribution ideas,” said Elizabeth Dunn, department chair of mathematics and computer sciences. “Our goals, of course, are centered around our students’ success. To that end, we are working to find or develop an accurate placement tool or tools; to additionally support our students through refresher courses and remediation; to provide students an accelerated, focused path through developmental and into college-level courses; and to increase student retention and student success rates.” The existing developmental math sequence contains three, 14-week courses for a total of 10 credits. This means a student who places in the lowest developmental math course will spend a minimum of 42 weeks in the sequence. The new developmental sequence will still total 10 credits but with five, seven-week courses so that a student who places in the lowest developmental math course could spend only 21 weeks in the sequence. The courses in the new sequence are grouped into topics and more focused. In January 2015, Dunn was awarded $16,500 from the HACC Strategic Planning Funds that allowed the faculty to continue developing tests and exit exams, choosing a new text, developing supplemental materials, and developing course outlines. With the guidance of HACC’s grants and corporate relations team, in April 2015, Dunn and math professors Mary Brown, Mary Harris and Allison Kraft successfully applied for and was granted $16,000 by the Whitaker Fund for Science and Math, a fund of The Foundation for Enhancing Communities. This project will improve outcomes for students who test into or below developmental mathematics courses at HACC’s Harrisburg Campus. Improved success in developmental math will lead students to success in programs that prepare them for science, technology, engineering and math (STEM), nursing, medical technology and computer programming careers.
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