Math Pathways:

Designing for Success

Julie Phelps, Valencia College Orlando, Florida 2012 Sabbatical Research April 27, 2012

Overview for Designing for Success

Overview
The

of National Developmental Education Conversation

Completion Agenda Promising Practices in Community College

Why

focus on the Developmental Mathematics Problem? Types of Developmental Mathematics Redesign Technology on Demand Activity

Community college students are

heroic.

even heroes need our help.

Entering students are highly motivated, are committed to achieving their academic goals, and sincerely believe they will.

Source: The Center for Community College Student Engagement 2011 Report

92%
of students responding to the SENSE survey say they believe they have the motivation to do what it takes to succeed in college.
Source: The Center for Community College Student Engagement 2011 Report

Did you know that

of our students leave in their first year.

Source: The Center for Community College Student Engagement 2012 Report

of students responding to the SENSE survey say theyre academically prepared to succeed in college.
Source: The Center for Community College Student Engagement 2011 Report

An Effective Track to College Readiness

In the SENSE survey

of students testing into three developmental courses say they are academically prepared to succeed in college.
Source: The Center for Community College Student Engagement 2011 Report

The Completion Agenda Double the Number of Students completing certificates and degree by 2020.

Slide from Suzanne Walsh Keynote Presentation at NADE 2012

Promising Practices Used to Plan for Success

Assessment

Ed.) Refresher Class or Workshop (8 hours or less) Print or online materials Multiday or Week Refresher Program On-site New Student Orientation Program (Mandatory) Academic Advising and Planning (Mandatory) Registration before Classes Begin (Dev. Ed.) (Fact: more than 11% of cc students currently register for a class after the first class meeting)
A Matter of Degrees CCCSE 2012

and Placement Preparation (Dev.

Promising Practices Used to Initiate Success

Accelerated

Education First Year Experience Cohort - designed to serve 1st gen, low-income students

or Fast-Track Developmental

Intrusive counseling, peer mentoring, learning communities, mandatory developmental math instruction add two hours of math with the instructor and tutor each week

Student

Success Course (Mandatory) Learning Community (paired dev. Math with a 3 credit hours Student Success course)
A Matter of Degrees CCCSE 2012

Promising Practices used to Sustain Success

Class Attendance Policy

Early Alert and Early Intervention Policy 77% college have a policy Experiential Learning beyond the Classroom 13% of faculty require hands-on learning Tutoring 76% of students NEVER went to tutoring Supplemental Instruction 87% of colleges offer 44% of faculty require, 81% of students NEVER attend

78% of faculty have them

A Matter of Degrees CCCSE 2012

The Problem: Developmental Math

of community college students

60% 3-5

60% of CC students taking the placement exam need at least 1 remedial course
The remedial college math path can be 3-5 courses More students drop out between courses than from an actual class

additional courses

>
remedial math pathway

Only one remedial math pathway, regardless of major

StatwayTM and QuantwayTM Carnegie Foundation Deck NADE2012

Reform Showing Success

Complete Redesign of Non-STEM Developmental Mathematics Pathways (Contextualized Learning)

Fast-track or Accelerated Curriculum

StatwayTM QuantwayTM

Linked Developmental Mathematics Course with a Student Success Course

8-week Elementary Algebra/ 8-week Intermediate Algebra (course pairings) NCAT redesign Emporium Model Flipped Classrooms

Solution: New Mathematics Pathways

Two 1-year pathways
1

Through college-level statistics

Through college-level quantitative reasoning

16

Statway and Quantway Learning Outcomes

Developmental Mathematics Learning Outcomes
Numeracy Proportional Reasoning Algebraic Reasoning Functions

17

Fast Track Courses

4 to 5 days a week (50 minutes a day)
Elementary Algebra and Intermediate Algebra Pre-algebra and Elementary Algebra

Course is taught in modules Class has a peer mentor involved Technology is a tool from the start

Emporium Model
Eliminate

all lectures Replace them with a learning-resource center (lab) model

Interactive Software On-demand, personalized assistance

Permits

multiple courses to be offered at the same time and place Adapted for different kinds of institutions

Modularized Developmental Mathematics?

Break

the developmental mathematics course sequence into chunks or modules to avoid repetition Permitting students to test out and move on when they show mastery of a chunk Permitting students to move through the modules at their own pace and keep moving Avoid re-teaching concepts each new course

Emporium Model Data

Emporium Model Cost

The Flipped Curriculum Definition

Videos take the place of direct instruction

Faculty and Students have time in-class to work on key learning activities

-Why is it called flipped? Classwork (the lecture is video and watched at home) Assigned Problems (now done in-class)

See more: http://www.thedailyriff.com/articles/the-flipped-classconversation-689.php

Developmental Math and Student Success Linked Courses

Examples Bridges Classes (full-year progression) Examples Dev. Math I and Student Success Dev. Math II and Students Success Intermediate Algebra and Students Success

Technology in Dev Math Redesign

Pearson Products (MyMathLab and MathXL) Smart Pens http://www.livescribe.com/en-us/ Text Messaging (Native Apps on Smart Phone) Video (flip camera, Jing, Camtasia) http://valenciacollege.edu/math/liveScribe.cfm
http://www.techsmith.com/jing-features.html

Wolfram Alpha (Website and Smart Phone App) http://www.youtube.com/watch?v=WEWOFUhiXuo &list=UUFiBi0w38G4XLwm3sYO_TqA&index=8&featur e=plcp

Trending Redesign Issues to-date

Content Content

Delivery Data where is it? How do we use it? Technology so many options Classroom Space/Size Supports (ie. Labs, tutoring) times Initiative fatigue

Activity

5 volunteers

Observers
Be prepared to report to the group your observations.

Questions
Julie Phelps jphelps@interactionllc.com jphelps@valenciacollege.edu Or 321 689 3288 (cell phone)