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Abstract
Many colleges and universities recently piloted and adopted the co-requisite model of delivery of developmental mathematics while offering more options for students to fulfill their mathematics requirement. We discuss our process for piloting and ultimately implementing the co-requisite model at our university, provide preliminary data on student success in this model, and note the challenges that come with such change in the delivery of developmental mathematics.
Acknowledgements
The author is sincerely grateful to the faculty and staff of the Department of Mathematics for their work in implementing these developmental mathematics changes. In particular, the work of Lori Carlson, Julie Seitz, Lance Williams, and Megan Shargo is recognized.
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Notes on contributors
Thomas P. Wakefield
Thomas Wakefield is a Professor and Chair of the Department of Mathematics and Statistics at Youngstown State University and a Fellow in the Society of Actuaries. He received his Ph.D. in pure mathematics from Kent State University. His research interests include the representation theory of simple groups, particularly with regards to character theory. He is also interested in actuarial science and applications of mathematics to finance and economics.