Transformation of a Pre-algebra Developmental Mathematics Course that Led to the Redesign of the Developmental Mathematics Program at a Rural Community College PDF Download

Author: Mary Beth Angeline
Publisher:
ISBN: 9781321728644
Category : Educational leadership
Languages : en
Pages : 172

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Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309496624
Category : Education
Languages : en
Pages : 123

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The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments. The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop.

Author: Pamela Devone Edwards
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 274

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Today, millions of students are entering higher education underprepared for college-level coursework. In the Southeastern Community College System, approximately 60% of the students were required to take developmental coursework prior to enrolling in college-level courses. Of these students, close to 30% enrolled in developmental mathematics courses. Attempts to improve success rates in these courses led the Southeastern Community College System to redesign the developmental mathematics program and determine college readiness using Multiple Measures. Implementation of these measures have changed the student demographics for developmental mathematics, which leaves to question: Who are the underprepared students? Research has shown that these students are students who are minority (Black or Hispanic), from low-income families, first-generation, and/or nontraditional. The purpose of this study was to examine the correlation between the demographical characteristics of underprepared students in developmental mathematics, success in subsequent college-level mathematics courses and persistence in the mathematics program. This study found a statistically significant association between the demographical characteristics of underprepared students and success and persistence. This study also found a statistically significant difference in the proportions of success and persistence of underprepared students based on the type of developmental mathematics program. The methodology used in this research study consisted of the chi-square tests of independence and homogeneity, and post-hoc testing with Bonferroni corrections. Recommendations for future research are to include first-generation students and to expand the data collection to cover the academic years of the traditional and redesigned developmental mathematics programs.

Author: John Patrick Bradley (Jr.)
Publisher:
ISBN: 9780355251531
Category :
Languages : en
Pages : 243

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Developmental mathematics pass rates at Delaware Technical Community College (DTCC) have remained the same or decreased for a number of years despite two different math curriculum redesigns. They hover around 50 percent or below at each campus, even after the implementation of a second redesign this past Fall 2016 semester. The first redesign switched from a face-to-face style of developmental math instruction to an Emporium model. After a lack of significant improvements in pass rates, the math courses were redesigned again. ☐ To further investigate the problem of low developmental math pass rates at DTCC, several strategies were employed. A literature review was conducted regarding developmental education, andragogy, high school tracking, alternative models of developmental course redesign, and the corequisite model of instruction. Furthermore, surveys of faculty and students at DTCC were conducted to determine the perception of developmental math education at DTCC, to determine perceived barriers from both faculty and students for low student pass rates, and to gauge the support for the implementation of a corequisite model of developmental math instruction. Some faculty did not believe a redesign was necessary, while others did. Students offered strong support for developmental math course redesign. Both faculty and students identified several common perceived barriers that they believe result in lower pass rates for students in these math classes. ☐ In addition, interviews were conducted at three different institutions that redesigned their developmental course curriculum. The purpose was to discover how the institutions targeted the courses for redesign, to find the rationale for choosing the corequisite model, and to identify recommendations they had for institutions who want to redesign their developmental math curriculum. Two redesign leaders at two four-year public colleges were interviewed along with a redesign leader from a community college in the area. The results of these interviews indicated that while redesigning the developmental math curriculum was difficult in all cases, the results of each corequisite implementation suggested improved pass rates that transcended several major demographics. I used the survey and interview results, coupled with the literature review and feedback from DTCC peers, to design samples of a corequisite math course with a syllabus, schedule of classroom activities, a Blackboard Learning Management system course, and a corequisite advisement sheet for students and academic counselors. Additionally, I outlined a strategic plan for implementing the corequisite model for developmental math courses at DTCC. ☐ Throughout the process of completing the artifacts for this ELP, feedback was solicited, obtained, and incorporated into each artifact from members of this ELP committee. The Dean of Instruction at the Stanton and Wilmington campuses, along with two math instructors, and two math chairs, also provided feedback on the proposed strategic plan. Their feedback enabled both a macro and micro approach to the investigation of the problem, helped craft a potential solution to solve it, and offered final recommendations for implementing a corequisite model of math redesign at DTCC. The final recommendation is that the corequisite model of developmental math instruction be piloted at DTCC beginning with the steps outlined in the ELP proposal and subsequent artifacts.

Author: Michael Frank Adkins (II)
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 184

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Book Description
Community colleges face an environment that requires them to increasingly focus on completion while simultaneously maintaining open admissions (Sydow & Alfred, 2013). Developmental math courses are a linchpin in improving college completion because approximately 60% of community college students are placed into developmental math courses, yet very few of those students make it through developmental courses and on toward degree completion (Bailey, 2009; Developmental Math Redesign Team, 2010). In 2009, the Virginia Community College System (VCCS) embarked on a system-wide redesign of developmental math courses (Developmental Education Task Force, 2009). However, such large-scale system change means challenges and previous experience highlights that approximately 50% – 80% of change initiatives fail to meet their goals (Black, 2013). This study evaluated the change process used to implement the VCCS developmental math redesign. A uniquely created survey based on Kotter’s (2012) change model was used to determine if faculty observed sound change practices at their institutions during the redesign. Using confirmatory factor analysis, the findings suggest that faculty saw evidence of Kotter’s (2012) change model in the implementation of the redesign. There were differences in how faculty perceived the change processes based on different demographic characteristics. There was evidence that Kotter’s (2012) model was fully implemented in the redesign, and there were some significant differences in faculty perceptions of Empowerment. This study concluded that positively framing the results of the redesign at the system level could have improved student outcomes and that it would be wise for colleges to assess the change processes they use.

Author: Raina Eckhardt
Publisher:
ISBN:
Category : Developmental biology
Languages : en
Pages : 272

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Author: Patricia Anne Levine-Brown
Publisher:
ISBN:
Category :
Languages : en
Pages : 324

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Developmental mathematics courses are intended to help underprepared students but often are a barrier for hundreds of students who fail these courses. High failure rates prevent students from achieving their academic goals, therefore; educational institutions are looking for methods to increase success in these courses. Such was the case at Florida State College at Jacksonville (FSCJ), where high failure rates in developmental mathematics presented problems to the institution and its students. To increase pass rates in developmental education courses, a college-wide redesign initiative introduced in 2009 led to the implementation of a research-based model for developmental education. This model would be implemented in the form of Academic Success Centers (ASC) incorporating practices tailored to increase student success and persistence. To examine success rates of students taking developmental education courses in the ASCs, the College conducted a longitudinal predictive analytics study known as the Chi-squared Automatic Interaction Detection (CHAID). The CHAID analyzed student success and retention of 10,051 developmental mathematics students over two academic terms. Additionally, the CHAID identified highly successful developmental mathematics teachers. These teachers, and the environment in which they taught (ASCs), became the basis of this qualitative study. The purpose of the study was two-fold. First, it focused on identifying pedagogical practices of highly successful developmental mathematics faculty who taught in the Academic Success Centers at FSCJ. Second, it focused on the areas of impact of the ASC as an environmental factor in student success. Data collected through observations, interviews, and documented analysis, along with the use of text mining, revealed that patterns emerged among participants in which they shared common beliefs about the importance of communicating with students, forming relationships with students, lecture and lab practices, the availability of physical resources, and the availability of academic support services within the environment where they interacted with their students. The intent of using the evidence from the key findings is to provide community college leaders with insight into pedagogical practices shared by highly successful developmental mathematics teachers and the role the learning environment serves in meeting students' educational needs.

Author: Kristin G. Wentland
Publisher:
ISBN:
Category : Curriculum change
Languages : en
Pages : 128

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Author: Cecilia Le
Publisher:
ISBN:
Category :
Languages : en
Pages : 20

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Book Description
Nearly 60 percent of incoming community college students are unprepared for college-level work and must take at least one pre-college, "developmental" course, usually in math or English, before enrolling in any credit-bearing classes toward a degree. Within developmental education, students are most likely to need help with mathematics, and students who enter community college needing to take developmental math fare the worst in terms of outcomes making this an issue that deeply affects students. Lack of readiness for college math is as damaging as it is widespread. Students are more likely to fail developmental mathematics than any other course in higher education, according to the Carnegie Foundation for the Advancement of Teaching. Thus, it is not surprising that many students referred to developmental math choose to bypass such courses and services, without knowing the detrimental consequences of this decision on their overall educational goals. This brief looks at three community colleges that have made significant investments in programs to improve student success in developmental math. These colleges are spotlighted for their implementation of the varied approaches to developmental math described above and for their ability to demonstrate outcomes for their students. The community colleges featured in this brief are: (1) Florence-Darlington Technical College in South Carolina; (2) Delaware County Community College in Pennsylvania; and (3) Chaffey College in California. (Contains 4 tables and 11 endnotes.).

Author: Brian Kenneth Sanders
Publisher:
ISBN: 9781321609820
Category :
Languages : en
Pages :

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Community colleges serve as an open door and a critical access point to higher education for millions of students across our nation. In California alone, over two million students are enrolled across over one hundred community colleges (Sengupta & Jepsen, 2006), open access institutions with no entry requirements. A large majority of students beginning their educational path at a community college are placed into a remedial mathematics sequence that few will ever finish (Bailey, Jeong, & Cho, 2010a). These remedial pathways were designed to replicate the usual sequence of high school algebra courses (Brint & Karabel, 1989; Tucker, 2013), yet research demonstrates that these courses require algebraic skills beyond what is needed for success in most non-calculus-track transferable courses (NCEE, 2013). The result is that millions of community college students are being filtered out of their educational programs because of their inability to master algebra skills that they will not need in either future coursework or in their chosen careers. Researchers with the Carnegie Foundation for the Advancement for Teaching developed a new approach called Statway designed to address this concern. The two-term program begins with students who assess into elementary algebra, focusing on statistical concepts while utilizing a just-in-time approach in which algebraic skills are introduced as needed, providing context and relevance for students. By the conclusion of the second term of the program, students have learned the content of typical freshman statistics as well as developed sufficient algebra skills to succeed in that material. Introduced via training hosted by Carnegie and reinforced by an ongoing community of practice, alternative pedagogy is employed to maximize student engagement and success. The purpose of this project was to study three community colleges that have adopted the Statway program and seek to understand the underlying conditions and processes by which they were able to do so. Further, the project examined the alignment between the colleges' processes and models of change theory discussed in the literature. Lastly, I examined how data was utilized in the adoption process and thereafter. The study utilized a qualitative case study approach based on transcripts from nineteen interviews and documents gathered at each of the three institutions visited. Transcripts and documents were coded by themes and analyzed using software. Conclusions were based on the most prominent and consistent themes identified across institutions. Findings included (a) the departments that adopted the program were supportive of experimentation, (b) at each institution a faculty champion was instrumental in carrying the program forward to implementation, (c) the departments did not deliberately follow models of change theory from the literature, but their processes aligned well with the models, (d) because I studied pilot programs, only national data was utilized initially, and (e) there was a relationship between the difficulty of the adoption process and the department's decision-making approach along the individualist-collectivist spectrum. Results of this study provide insight into ways mathematics departments approached and carried out significant curriculum change, insight into departmental characteristics most conducive to change, and recommendations gleaned from interviews as to how to maximize transferability and viability of alternative mathematics programs such as Statway.