| This dissertation documents the redesign of a developmental mathematics program at a rural community college and compares the course pass rates between the redesigned courses and the traditional lecture-based courses. A design and developmental methodology was used to chronicle changes to outcomes, learning environment, instructor role, and curricular practices over four course offerings that occurred over three semesters. Effectiveness of these changes was used to continually make corrections to the course structure, and make a case to expand the redesign of the course to the entire developmental mathematics program. |
