Customizing Course Redesign and Flipped Classroom Models to Improve Learning Environment

This article is about a successful adoption of course redesign model of mathematics courses at the Department of Mathematics in the University of Texas at Brownsville (UTB), a Hispanic serve university in the south Texas. Around 2007 National Center for Academic Transformation (NCAT) recommended six models for using of information technology to redesign courses in mathematics: the supplemental model, the replacement model, the emporium model, the fully online model, the buffet model, and the linked workshop model. Because of the local educational environment and resources none of the six models could be implemented exactly like it was described by NCAT. It was required to modify a model or combine several models together to provide to our students more supplementary materials through online and not reduce contact hours. This approach had a lot of common with the 'flipped classroom'. The Department of Mathematics in the UTB has worked on a series of course redesign projects from developmental mathematics course to graduate courses in MS degree program mainly with this model for last 8 years. The authors discuss how the specific model has been developed and adopted, what course contents are developed, and the impact of course redesign on students' success and their study habits. The grade comparison between traditional in-class courses and re-designed courses, and some suggestions for those who want to do their own course redesign in a similar situation are also presented.