Core Mathematics Supported by Structured Learning Assistance Martin Golson Instructional Specialist...
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Transcript of Core Mathematics Supported by Structured Learning Assistance Martin Golson Instructional Specialist...
Core Mathematics Supported by Structured Learning Assistance
Martin GolsonInstructional Specialist
Academic Support Center
Helping Students Succeed Academically at Austin Peay State University
About APSUMain campus located in urban Clarksville, TN—50
miles from Nashville; second campus—Ft. Campbell, KY Army base; governed by TN Board of Regents
9400 students; 1300 first-time, full-time freshmenApproximately 850 students enter with
mathematics deficiency (ACT math score less than 19)
Approximately 300 students enter with both mathematics and writing deficiencies (conditionally admitted)
Impetus for RedesignStatewide redesign of developmental studies
implemented by TN Board of RegentsTN Board of Regents Strategic Plan places locus
of developmental studies in community collegesDevelopmental courses that were in place no
longer correlated with university core mathematics
From TBR: eliminate the focus on what students did not learn in high school; get them into their major and provide the support for them to succeed!
Elements of the Redesign at Austin Peay State University Developmental (non-university-level) Mathematics Courses Eliminated• Students now enroll in Core Mathematics Courses supported by
Structured Learning Assistance (Ferris State University, Michigan)—Enhanced Courses
• The mathematics course in which they enroll is required in their major• No new courses created
Congruent with TBR Philosophy
Focus on what students need to graduate and provide the support for them to succeed
Redesign of Developmental Mathematics
Pre-redesign ModelComplete 3-6 hours non-university level courses before enrolling in
Core Mathematics course
DSPM 0800
Elementary Algebra
•ACT 15-16•53.1%
Completed course with a grade of C or higher
DSPM 0850
Intermediate Algebra
•ACT 17-18; or•Completed DSPM 0800•51.2% completed course with a grade of C or higher
MATH1010
Mathematical Thought and Practice (core)
•85.0% earned a D or higher
Math 1530
Fundamentals of Statistics
•56.2% earned a D or higher
Linked Workshop (Redesign) Model
Professor: Classroom
•Core course content•Grade determination
SLA Leader: Workshop
•Prerequisite competencies•Reinforce key course concepts•Test review
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Prerequisite Competencies
MATH 1010Fractions & decimalsNumber & measureProportional reasoningSigned numbers & algebraic expressionLinear equations & their graphsRadicals & roots
MATH 1530Algebraic expressionEquations, inequalities, & percentsGraphing, functions, & linear equationsPolynomials, exponents, & radicals
Deficiencies in prerequisite competencies are identified during the second workshop
Reinforce key course concepts(15-30 minutes)
Small group exploratory activity for 1 concept (only students needing work on this skill participate)
MyMathLab exercises
Closing remarks which highlight what was learned and what is next in course
MyMathLab exercises for those not participating in small group activity
Typical Workshop Schedule
Responsibilities
ProfessorAll normal class responsibilitiesProvide focus for workshopsApprove workshop lesson plansReceive feedback from SLA Leader
SLA FacilitatorHire and train the SLA LeadersProvide administrative support
SLA LeaderAct as model student during classPrepare and conduct workshopsProvide feedback to professor
Results
Student Success Rate MATH1010: 70.5% vs. 33.0%
MATH 1530: 51.9% vs. 22.5%
Retention 63.6% vs. 59.9%
Revenue Cost more than non-enhanced sections
Tuition higher than DSPM courses
Class space requirements 70 fewer hours per week
Student costs Fewer courses Fewer books
Department of Mathematics Dr. Nell Rayburn, Professor of Mathematics [email protected]
Enrollment Management and Academic Support Services
Dr. Harriett McQueen (member, TN Board of Regents Task Force for Redesign of Developmental Studies)
APSU Contacts