Redesigning Developmental Mathematics at Dutchess Community College Carla DelTreste and Rachel VanDerStuyf
Background Work on two other IE projects: New Completed IE Innovative Beginning/ • Achieve the Unofficial research project Combining Educator (IE) Intermediate Dream research and on beginning and initiative algebra kickoff event discussion developmental intermediate approved course will mathematics algebra run • Co-requisite for statistics 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 Beginning Algebra - F16 • 49% passed; 39% failed; 12% withdrew • 42 % passed; 45% failed; 13% withdrew • Of those that passed: • Of those that passed: • 76% enrolled in next math course Sp16 • 67% enrolled in next math course Sp17 • 24% did not enroll • 33% did not enroll • Of those that enrolled in next math: • Of those that enrolled in next math: • 51% passed; 49% failed or withdrew • 65% passed; 35% failed or withdrew • Only 19% of those that enrolled in • Only 18% of those that enrolled in Beginning Algebra in F15 successfully Beginning Algebra in F16 successfully completed Beginning / Intermediate or completed Beginning / Intermediate or Beginning / Other Math within 1 year. 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 Sources: • • Financial Aid Implications Community College of Baltimore County (AMP) • Phillips Community College, University of Arkansas • Scheduling • Ivy Tech Community College of Indiana • • Enrollment / Advising California Acceleration Project • North Carolina Community College System • Placement • Colorado Community College System • Additional Information from schools in Georgia and • Course Materials - OER Tennessee • Literature review • Faculty • 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)
Questions? Thank you for attending!
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