32 nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE ictcm.com | #ICTCM
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 our 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: −𝑦 3 + 4𝑦 2 + 3𝑦 − (𝑦 2 + 4𝑦 + 2) 2. Multiply: (4𝑦 − 3)(2𝑦 + 1) 3. Factor: 𝑦 2 + 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: 9. Factoring: Trinomials of the form 𝑦 2 + 𝑐𝑦 + 𝑑 Addition and Subtraction 2. Simplifying Expressions: 10. Factoring: Trinomials of the form 𝑏𝑦 2 + 𝑐𝑦 + 𝑑 Multiplication 3. Interval Notation 11. Factoring: Difference of two perfect squares 4. Solving Linear Equations 12. Operations With Fractions 5. Solving Linear Inequalities 13. Equations and Inequalities 6. More Complex Involving Fractions Equations/Inequalities 14. Graphing Lines 7. Simplifying Radicals 15. Properties of Exponents 8. Factoring: GCF
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 one 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 others. • 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!***
32 nd 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
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