Modular Math is an accelerated study of mathematics. These courses provide students with the opportunity to progress through multiple developmental math courses in one semester.
There are modular sections of math available to students who are enrolling in Math 20, Math 40 or Math 110. Students enrolled in these courses will work at their own pace with the aid of ALEKS software, e-books, and a math instructor present at each class session.
How does it work?
Students enrolled in modular mathematics courses will work at their own pace with the aid of ALEKS software, e-books, and a math instructor present at each class session. The courses are mastery-based meaning that students are required to master each topic in the course at their own pace. This gives students the flexibility to take more time on some topics and less time on other topics instead of the entire class following at the same pace. However, all topics must be completed by the end of the semester. At the beginning of the course, students will take an initial assessment and will be given credit for topics that are deemed mastered. Students will then begin working on areas that have not yet been mastered. There will be periodic tests and a comprehensive final exam in each course.
Math 31 includes a review of Math 20 (Basic Mathematics) and all of Math 40 (Beginning Algebra) in one semester. Completion of Math 31 will allow a student to enroll in Math 110 the following semester.
Math 110 Modular includes a review of Math 40 (Beginning Algebra) and all of Math 110 (Intermediate Algebra) but in a modular, mastery-based format. Completion of Math 110 Modular allows a student to enroll in Math 115, Math 119, Math 120, or Math 150 the following semester, depending on degree path. Please contact your academic advisor to determine the appropriate mathematics course for your degree path.
Who will benefit from it?
- Students who can be successful at self-study (one-on-one tutoring from the instructor is available during class sessions)
- Students who want to work on mathematical topics until they are mastered
- Students who are proficient with computers
- Students who may have been away from Math for a while and may need only to review portions of a particular class curriculum to become proficient
- Students with a minimum of 7-8 hours outside of the classroom to devote to course work
Modular Math Courses
Accelerated English 30 is a 3-credit course designed to help students understand and more effectively use the conventions of Standard American English and to write focused, adequately supported, and mechanically sound paragraphs and essays.
This specialized course is designed to provide motivated students the opportunity to progress through both English 30 and English 101 in a single semester. Students, therefore, must be enrolled in both Accelerated English 30 and English 101 at the same time.
How does it work?
First, it is best to understand that Accelerated English 30 is not a remedial writing course. It differs from a regular English 30 course in the following several ways: 1. The class is coupled with an English 101 course and the student will be completing all the assignments of the English 101 class; 2. The class size is smaller and more intimate; 3. The course can be structured to meet the writing needs of individual students; 4. More time is allotted for revision—either individually or through peer review sessions/writers' workshops; 5. More time is available for student/instructor conferences.
Who might most benefit from Accelerated English 30?
Students who are self-disciplined and motivated tend to be most successful. The course requires attention to detail in one's writing as well as participation in significant revision activities. Ideal candidates for this course will be prepared to engage in an in-depth inquiry into their own writing and thinking. For more information, students are encouraged to contact the instructors listed below.
Accelerated English Courses
Service-learning is a form of experiential learning that aims to build knowledge, character, and civic skills in students by combining service to the local and/or global community with academic learning.
By directly linking service to the academic curriculum, service-learning creates a place for service that is integrated into a school’s core mission: education. By requiring student reflection as part of the process, the course content and service experience are connected. (Derived from: Students in Service to America: A Guidebook for Engaging America’s Students in a Lifelong Habit of Service.)