Instructor Traits and Motivations
When queried about their motivation to start this reform effort, the faculty gave several reasons. There was, of course, the high failure rate in College Algebra that they wanted to reduce. Also, as already mentioned, they wanted to change the learning environment (defn), to make the classroom atmosphere more enjoyable both for them and their students so they didn't have to think about "how many [students] are going to show up today; how many are going to be paying attention; are they going to ask any questions?" Another motivation came to light when one reformer was asked if faculty used computers at UHD to optimize classroom learning and make efficient use of students' classroom time since most students are commuters working part- or full-time jobs.

I wouldn't say we use computers to optimize the learning time, but to accommodate more learning styles. Some students learn better, of course, in a certain mode-visual, auditory, hands, skills-and so the computer somehow seems to tell students or inform them, illuminate things for them, in ways sometimes that we can't do using the board. It seems to be another dimension for them as a learning tool; so by presenting with it, you sometimes reach a student that nothing else could have reached. (Linda Becerra, Faculty)

Computers seem to provide instructors this new dimension, or teaching medium, that might reach a student with a different learning style.

One issue that was not a motivation for these reformers was to pack more content into the course, and into the students' brains when they are physically present, by using a more "efficient" teaching mode. Instead, instructors were more interested in improving the quality of learning experiences.

External Factors and Support
There were also external factors, some of them serendipitous, providing an initial environment that allowed this algebra project to incubate. One external factor, the Interactive Math Text Project (IMTP), funded by IBM and the National Science Foundation, began early in 1990. The Interactive Mathematics Text Project had as its goal the improvement of mathematics learning through the use of computer-based interactive texts. To achieve this goal, IMTP held summer workshops on the writing and use of interactive texts and supported selected individuals as text developers. UHD was one of six national sites selected for these workshops:

Well, actually the history [of our reform] goes back to the IMTP. That's what got us started here. This was a program that was funded by IBM and NSF for MAA, and was directed by Jerry Porter from the University of Pennsylvania. We were one of six sites selected across the country. I was the project director for our campus site, and that's what got us involved in using some form of technology in the classroom here. (Elias Deeba, Faculty)

The IMTP workshops gave UHD's math faculty access to then state-of-the-art computer equipment and software. It also introduced them to national reformers and reform ideas in mathematics:

In 1992, there were some computers put here because of the IMTP, whose results, I think, were not all that great. But people were coming here. Realize that the IMTP infrastructure was put here, not for the faculty, but for the workshops. Of course, we got to use it when it wasn't otherwise being used. That was an initial catalyst that provided us equipment access. (Bill Waller, Faculty)

In order to validate a reform plan in their colleague's eyes, the College Algebra faculty needed to align themselves with a reform movement that had a national reputation. For UHD's group of soon-to-be reformers, the Harvard calculus reform movement provided this anchor.

We began this work because of the mother of all reform programs, Harvard Calculus. What got us started were the problems [high failure rates] we had before. We knew about reform in part because of the IMTP, which was itself influenced by Harvard. There were these two things that were sort of converging. Technology was more accessible because of the IMTP. Then these reform texts [from Harvard Calculus] were being published at about the same time. (Bill Waller, Faculty)

While IMTP provided computer access for faculty, much more was needed in order to begin implementation of reform in this college algebra course. Real reform would provide wide access to computers, not only faculty, but also for students. In addition, the faculty needed time to develop the new curriculum. UHD'S group of three found an invaluable resource in the NSF's ILI grant program. It provided them with the initial funds that externally validated their plan in their colleagues' and administrators' eyes.

I don't know what NSF's view on equipment is anymore, but ILI grants used to be a really terrific resource. I don't know if the NSF thinks now that all universities can afford their own computers, but that's a place to start looking. We also had the Interactive Mathematics Text Project (IMTP) workshop in the early nineties, which gave us the initial hardware and some software for college algebra. Then there was a curriculum development grant, which we used to buy release time for developing curriculum. (Linda Becerra, Faculty)

Gradually, therefore, the UHD reformers had computer equipment, software, reform-oriented texts, and time to develop a new curriculum.