Abstract
Purpose. The first purpose of this study was to identify and describe what actions faculty experts recommend for California Community Colleges to ensure maximum effectiveness of instructional strategies and related academic support programs in developmental mathematics by the year 2020. The second purpose of the study was to identify and describe which of those actions instructional practice and related academic programs faculty experts believe are most important and most feasible for implementation by the year 2020. Methodology. This Delphi study was conducted in a three rounds with a panel of twenty-four expert faculty members of California Community Colleges who met the following criteria: eight to ten years of teaching experience in California community college, experienced in the teaching/developing of new methods of community college mathematics remediation, recognized by the individual community college, the state, or national groups for experimentation in new methods of mathematics remediation, and recognized by peers as evidenced by peers' knowledge of names aligned with successful/innovative programs in mathematics remediation. Findings. Seventy-eight instructional strategies in seven categories were actions recommended in round one; those categories were instructional strategies in the following areas: Pedagogy/Andragogy-Adult Learning Theory, Active Learning, Classroom Environment, Engaging and Connecting with Students, Non-Cognitive Support, Assessment, Reviewing Material and Technology. Rounds two and three produced consensus of the importance of providing clear expectations, building classroom communities, building confidence with competence, addressing math anxiety, and teaching connected/spiraling concepts with frequent reviews and individual feedback. In round one, thirty-three Related Academic Support Programs were recommended in four categories. They were: Faculty Discussion and Support, Tutoring and Supplemental Support, Counseling, and Including Exceptional Processes and Programs. Rounds two and three produced consensus on the following actions: having excellent instructors in developmental mathematics, conducting faculty training and dialogue, providing consistent and hands-on tutoring coordinated with instruction, and encouraging counseling and individual educational planning. Implications for Action. Though the state faces challenges in hiring expert mathematics faculty for growing college enrollments, a group of experts exist who deliver excellent instruction and create positive learning environments. There are many of these instructors who could become a consortium to help others improve faculty development programs, embed adult learning theory, and achieve the end-goal of increasing student success and graduation rates.