California University of Pennsylvania’s
Approach to Improve its Developmental Math
Kaddour Boukaabar, Ph.D.
Professor of Mathematics
California University of Pennsylvania
boukaabar@calu.edu
NADE, Greenville, SC, February 26-28, 2015
2016 NADE
Dr. Boukaabar
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California University of Pennsylvania
Team-Teaching
 A tenured experienced professor, team-teaches with an
adjunct sections of DMA 092, Introductory Algebra, in a
computer classroom. The whole course is set out in the
software. The tenured professor meets the three sections
on Mondays or on Tuesdays and lectures over the
assigned sections. He asks a couple of questions using
Web-based CRS. He assigns Brain-Paper-and-Pencil
(BPP) activities and let them start on the homework
(time permitting).
2015 NADE
Dr. Boukaabar
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California University of Pennsylvania
 On W-F (or R), the adjunct meets the students. She
helps them with doing their online homework, practice
quizzes and practice tests. She is helped by a workstudy tutor. The co-instructors meet weekly to discuss
the course, adjust and decide will be covered the
upcoming week. Announcements are then sent to the
student (coordinator course feature ).
2015 NADE
Dr. Boukaabar
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California University of Pennsylvania
Thoughts:
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2015 NADE
Dr. Boukaabar
Team-teaching (making adjunct part of the department).
Work-Study in and out of class.
Online resource (video clips, multimedia)
Classroom Response System helps.
Coordinator Course feature of the software helps.
Students actually do the work, different students at
different paces.
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California University of Pennsylvania
Technology is not sufficient!!
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NADE 2015
Dr. Boukaabar
Study Skills are embedded.
BPP (brain-paper-and-pencil)
Help in the Math Lab and NSC 109 open on TR
Group work
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California University of Pennsylvania
Constantly Remind Students
 Pep talk them on a daily basis about good study habits
 Not to procrastinate
 To seek help if needed
NADE 2015
Dr. Boukaabar
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California University of Pennsylvania
From Dr. Paul Williams,
Director Math Lab
 “Another inclusion in this report is data from three
flipped classroom sections that were taught by
professors Boukaabar and Langley this semester. Ninety
six students were enrolled in these sections. Eighty five
percent of the outcomes assessment objectives were
met by the flipped classroom sections. “