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32nd International Conference on Technology in Collegiate Mathematics

ictcm.com | #ICTCM

VIRTUAL CONFERENCE

Co-Requisites: How To Be The Fairy Godmother, Not The Evil StepMother

Tracy Zanolini tracy.zanolini@rccc.edu Kelly Lowman kelly.lowman@rccc.edu

Recognizing The Need

• Six years ago our instructors started giving daily quizzes in
• ur Precalculus course, including one at the first class

meeting.

• We wanted the first quiz to allow students to be successful,

and it contained three questions:

• 1. Simplify: −𝑦3 + 4𝑦2 + 3𝑦 − (𝑦2 + 4𝑦 + 2)
• 2. Multiply: (4𝑦 − 3)(2𝑦 + 1)
• 3. Factor: 𝑦2 + 8𝑦 + 7
• The outcome on these quizzes was not as expected – most

students got two or three of these questions wrong (REALLY wrong.)

Redesign

• Not long after this, North Carolina began its’ first

attempt at implementation of corequisites.

• At RCCC, this course evolved to homework

support.

• This setup did not address the severe deficiency of

pre-requisite knowledge that many of our students faced.

• When the state decided to redesign the corequisite

course, our Math Department Chair had a clear vision for how she wanted it to run and we became a pilot school.

North Carolina RISE ReDesign

• Allow students to fast track to curriculum.
• Lower the multiple measure standard to place

directly into curriculum with the support of a corequisite course.

• All entry level math courses will have a corequisite

course.

• Corequisite cannot be a homework support lab.

RCCC’s Corequisite Model

• Our coreqs are 2-credit, 3-4 contact hour class.
• We meet twice a week for 50 minutes, either before or

after the student’s curriculum course.

• We have partnered with our tutoring center to create a

support room – a computer classroom on the same hallway as our math classes.

• The grading scale is:
• 50% - Daily Grade
• 20% - Participation Hours
• 30% - Three Instructor Meetings

What about the Curriculum Course?

• A key component of a successful corequisite

model is redesigning the curriculum course to support it.

• For example, many Precalculus textbooks begin

with solving equations.

• With this design, students need to be

comfortable with most of the pre-requisite skills from day 1.

• The corequisite class will not be successful if we

have to teach the skills after they are needed.

Redesigning Precalculus

• We worked to design a custom textbook with the

following goals in mind:

• Give students time to learn the pre-requisite

skills necessary to be successful.

• Follow the natural progression of algebraic

skills.

• Continually review key concepts throughout

the course.

Redesigning Precalculus (con’t)

• Our custom textbook covers:

▪ Chapter 1: Review of Prerequisite Skills ▪ Chapter 2: Functions ▪ Chapter 3: Polynomial Functions ▪ Chapter 4: Rational and Root Functions ▪ Chapter 5: Exponential and Logarithmic Functions ▪ Chapter 11: Systems of Equations

Algebra Based Coreq Class Structure

• The content covered throughout the semester includes:
• Pre-Requisite Skill Days:

▪ Mini-Lecture ▪ Group Work ▪ Connect the skill to the curriculum content

• Chapter Review Days
• Course Review Days:

▪ Domain ▪ Solving Equations ▪ Transformations ▪ Applications

Pre-Requisite Skills

• The pre-requisite skills we cover are:
• 1. Simplifying Expressions:

Addition and Subtraction

• 2. Simplifying Expressions:

Multiplication

• 3. Interval Notation
• 4. Solving Linear Equations
• 5. Solving Linear Inequalities
• 6. More Complex

Equations/Inequalities

• 7. Simplifying Radicals
• 8. Factoring: GCF

9. Factoring: Trinomials of the form 𝑦2 + 𝑐𝑦 + 𝑑

• 10. Factoring: Trinomials of the

form 𝑏𝑦2 + 𝑐𝑦 + 𝑑

• 11. Factoring: Difference of two

perfect squares

• 12. Operations With Fractions
• 13. Equations and Inequalities

Involving Fractions

• 14. Graphing Lines
• 15. Properties of Exponents

Statistics Coreq Class Structure

• This course focuses on reading comprehension and concept

application by:

• Helping students decipher key information.
• Determining the processes or formulas required.
• Solving the problem (using technology when convenient).
• A typical day involves:
• A short lecture.
• Group work to reinforce topic.
• Apply skill to curriculum content.

Wait, there is something missing!

• MAT-071

071: 2 hours per week of tutoring support, goal of 30 hours per semester.

• MAT-052:

2: 1 hour per week of tutoring support, goal of 15 hours per semester.

• Gro

rowth th Min indset t and nd Stud udy y Skil ills ls: We help students get organized and provide support during required one-on-one interactions with the instructor.

Support Room

• The support room is a place for students to get help with the

curriculum content.

• Students swipe in and out of the support room to track the

time spent and are able to come at a time that is convenient to them.

• Staffed with a combination of tutors and instructors.
• Our course is web-based, therefore the instructors

donate their virtual hours to this room.

• Available to all entry level students, regardless of

enrollment in the corequisite course.

Growth Mindset and Study Skills: Instructor Meetings

• The goal of the instructor meetings is to help with

the mindset component of the course and to build a rapport with each student.

• Students meet with their corequisite instructor

three times per semester.

• At each meeting they fill out a sheet summarizing

how the curriculum class is going. They also have

• ne other sheet they must print and fill out.

Takeaways – Corequisite Classroom

• Students were comfortable asking questions

because the atmosphere isn’t intimidating.

• Collaboration between students during the daily

activities.

• Excitement from students who understood a topic

for the first time and their willingness to help

• thers.
• Accountable for the topics discussed.
• Excellent attendance.

Takeaways – Curriculum Classroom

• Confident corequisite students.
• Participation increased.
• Corequisite students were eager to help others

understand the material.

• Increased success from both corequisite and non-

corequisite students.

Lessons Learned/Keys to Success

• There is not going to be a perfect structure for

each student.

• Communication between the curriculum

instructor and the corequisite instructor is vital.

• It is not feasible to expect the corequisite design

to succeed if all of the skills are needed from the beginning in the credit bearing course.

• Common testing dates helps with pacing.

Numbers Don’t Lie

Fall Data:

Numbers Don’t Lie

Spring Data:

***Since more people passed in the fall, we were really concerned that spring wouldn’t show an increase…but it did!***

32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

#ICTCM

Contact Information

Name: Tracy Zanolini and Kelly Lowman Title: Mathematics Faculty Institution: Rowan Cabarrus Community College Email:tracy.zanolini@rccc.edu kelly.lowman@rccc.edu