Mathematics at Dutchess Community College Carla DelTreste and - - PowerPoint PPT Presentation

Redesigning Developmental Mathematics at Dutchess Community College

Carla DelTreste and Rachel VanDerStuyf

Background

Achieve the Dream kickoff event Unofficial research and discussion Innovative Educator (IE) initiative approved Completed IE research project

• n

developmental mathematics Work on two

• ther IE projects:
• Combining

beginning and intermediate algebra

• Co-requisite for

statistics New Beginning/ Intermediate algebra course will run Summer 2016 Fall 2016 December 2016 Spring 2017 Fall 2017 Fall 2018

Outcomes of Spring 2017 Research

• Created a policy to make enrollment into developmental math courses

mandatory within first 24 credits (currently in progress)

• Developed proposal to redesign Beginning / Intermediate Algebra
• Goals:
• Higher pass rates in both courses
• Shorten time in remediation  time to completion
• Increase retention/reduce exit points
• Developed proposal to redesign Statistics with a co-requisite
• Some other things we want to explore
• Placement processes / criteria
• Backwards redesign of course content in the STEM track.

Data Driven

• Initial inquiry ~ 27% (

807 3034) of our students needed math remediation

• Of those (VFA 2009 Cohort – 6 year data)
• 22% made it through remedial math and college level math
• 14% made it through remedial math but not college level math
• 33% never made it through remedial math
• 31% did not attempt remedial math
• Further inquiry – analysis of Fall 2015-Spring 2016 and Fall 2016-Spring 2017

Data – Algebra Remediation Sequence

Beginning Algebra - F15

• 49% passed; 39% failed; 12% withdrew
• Of those that passed:
• 76% enrolled in next math course Sp16
• 24% did not enroll
• Of those that enrolled in next math:
• 51% passed; 49% failed or withdrew
• Only 19% of those that enrolled in

Beginning Algebra in F15 successfully completed Beginning / Intermediate or Beginning / Other Math within 1 year.

Beginning Algebra - F16

• 42 % passed; 45% failed; 13% withdrew
• Of those that passed:
• 67% enrolled in next math course Sp17
• 33% did not enroll
• Of those that enrolled in next math:
• 65% passed; 35% failed or withdrew
• Only 18% of those that enrolled in

Beginning Algebra in F16 successfully completed Beginning / Intermediate or Beginning / Other Math within 1 year.

Decision:

Combined / Compressed / Co-requisite - Beginning and Intermediate Algebra

• Content –
• Compared content & sequence of topics
• Identified redundancy & improvements in

sequencing

• Realigned content with subsequent courses
• Financial Aid Implications
• Scheduling
• Enrollment / Advising
• Placement
• Course Materials - OER
• Faculty

Sources:

• Community College of Baltimore County (AMP)
• Phillips Community College, University of Arkansas
• Ivy Tech Community College of Indiana
• California Acceleration Project
• North Carolina Community College System
• Colorado Community College System
• Additional Information from schools in Georgia and

Tennessee

• Literature review
• ATD Interventions Showcase

New Design – Introduction to Algebra with Supported Intermediate Algebra

• 2 / 3 Credit (equivalent) Structure - Complete in One Semester
• Introductory component (2) / Intermediate component (3) -Two grades
• Interwoven content – students will not be able to differentiate courses
• Some assessments will have two components; some will be differentiated between

courses; two final exams

• 5 Units:

Support skills infused throughout the semester

• Algebra Foundations (~ 24 hours – 15 introduction / 9 intermediate)
• Introduction to Equations and Functions (~14 hours – 8 introduction / 6 intermediate)
• Linear Functions (~12 hours – 4 introduction / 8 intermediate)
• Exponential Functions (~10 hours – 1 introduction / 9 intermediate)
• Quadratic Functions (~ 15 hours – 2 introduction / 13 intermediate)

Thank you for attending!

Questions?