MATH 1099: A Bridge To College Math
Presented byProfessor Beth Barnett
Assistant Professor Jessica LickeriStudent Success Summit 2014
Goals/Purpose Meet the needs of students who need a refresher of
algebraic concepts
Accelerate students through a four-course developmental mathematics curriculum
Prepare students for college-level coursework
Potential to complete up to four courses in one term
Save students time
Save students money
DEV 0105 Basic Mathematics (not included in Bridge)
2 credits
DEV 0115 Pre-Algebra 4 credits
MATH 1020 Beginning Algebra I 2 credits
MATH 1030 Beginning Algebra II 3 credits
MATH 1075 Intermediate Algebra 5 credits
Developmental Education & Math Department Courses
MATH 1099: Bridge to College Math (3 credits)
Self-paced(modified “Emporium Model”)
Mastery-based learning Demonstrate 100% mastery of topics in the courseDemonstrate 80% mastery on a comprehensive final
exam
No formal lectures Media: Videos, e-book, Animations, ExplanationsInstructor as facilitator
Pedagogy & Design
Pacing Guide (Example)Guide to complete MATH 1020, 1030, and 1075 this semester.
WEEK COURSE # TOPICS MASTERED/TOTAL # TOPICS Week 1 MATH 1020 30/92 Week 2 MATH 1020 60/92 [Midterm After 46 Topics] Week 3 MATH 1020 92/92
See Your Instructor For Your MATH 1020 Final Exam (Must Score 80%+) Week 4 MATH 1030 35/152 Week 5 MATH 1030 70/152 [Midterm 1 After 50 Topics] Week 6 MATH 1030 105/142 [Midterm 2 After 100 Topics] Week 7 MATH 1030 152/152
See Your Instructor For Your MATH 1030 Final Exam (Must Score 80%+) Week 8 MATH 1075 35/272 Week 9 MATH 1075 70/272 [Midterm 1 After 68 Topics]
Week 10 MATH 1075 105/272 Week 11 MATH 1075 140/272 [Midterm 2 After 136 Topics] Week 12 MATH 1075 175/272 Week 13 MATH 1075 210/272 [Midterm 3 After 204 Topics] Week 14 MATH 1075 245/272 Week 15 MATH 1075 272/272
See Your Instructor For Your MATH 1075 Final Exam (Must Score 80%+) The data suggests that students can master approximately 3 topics per hour when putting forth a concentrated effort. Working in ALEKS for 10 hours per week should be sufficient for mastering 30 topics per week. If you are falling behind, please meet with your instructor.
Initial placement COMPASS (Testing Center provides placement sheet)Pre-requisite course completion
“S” and “U” final gradesS: Completes at least one entire courseU: Does NOT meet the requirements to get credit for
at least one course
Placement & Grading
High Mastery Levels100% Mastery of Topics80% Mastery Proven on a Final Exam
Modified EmporiumTraditional, Distance Learning, Blended formats still
offered Initial Placement via COMPASS Scores
Students can begin a course based on placement
Coded as a Lab Course Students pay for 3 credit hours but attend class 6
hours per week
What makes CSCC’s Bridge Course Unique?
In computer lab
Brief group welcome, attendance, announcements
Instructor as facilitatorProvides on-demand, individual assistanceEnters password for testsColored Post-It notes indicate need for instructor
assistance
Instructor Role
3 Summers of Success!
Success=completion of at least one course
Our administration was impressed by these success statistics and supported the expansion of our Bridge To College Math course.
SU 2010 SU 2011 SU 201292%
(12/13)81.5% (44/54)
80.2% (65/81)
Students in Bridge had a higher rate of success than students in equivalent remedial math courses:
AU 2012 Success Data
Autumn 2012 Remedial Math
Course Success RateStudents Enrolled
Pre-Algebra 48% 1888
Beg Algebra I 54% 679
Beg Algebra II 53% 1463
Beg Alg I/II combo 48% 1606
Int Algebra 53% 928
Bridge 69% 407
Data Source: HEI and ODS 1/17/13.
AU 2012 Success Rates by Starting Course
0 course complete
1 course complete
2 courses complete
3 courses complete
4 courses complete
Start point
Pre-Algebra (134 stu)
26%(35/134)
34%(45/134)
22%(30/134)
10.5%(14/134)
7.5%(10/134)
Beg Alg I (81 stu)
16%(13/81)
50.5%(41/81)
16%(13/81)
17.5%(14/81)
Beg Alg II(118 stu)
21%(25/118)
47%(55/118)
32%(38/118)
Int Algebra (12 students)
33%(4/12)
67%(8/12)
Data Source: MATH 1099 faculty placement grade reports 1/18/13.
Section # Of Students Who Received Grades
Success Rate (A, B, C, or S)
DEV 0115 W01 15 73.3% DEV 0115 W03 24 45.8% MATH 1099 015 22 81.8%
Section # Of Students Who Received Grades
Success Rate (A, B, C, or S)
DEV 0115 W01 24 50% DEV 0115 W03 24 50% MATH 1099 007 27 96.2% MATH 1099 024 22 77.3%
Section # Of Students Who Received Grades
Success Rate (A, B, C, or S)
DEV 0115 W01 18 33% DEV 0115 W04 23 69.5% DEV 0105 15 86.6% MATH 1099 015 23 78.2%
Beth Barnett’s Success Rates
Student Savings Autumn 2012
TIME: Proficiency through multiple courses
MONEY: Tuition rate of $123 per credit hour & books
Pre-Algebra (4 cr) Beg Algebra I(2 cr) Beg Algebra II(3 cr) Int Algebra (5 cr)
OR Use Bridge for 3
credit hours
Finish Pre-Alg only◦ Save $123 + book
Finish Pre-Alg & Beg Alg I◦ Save $369 + book
Finish Pre-Alg, Beg Alg I & II◦ Save $738 + book
Finish Pre-Alg, Beg Alg I & II, & Int Alg◦ Save $1353 + book
My, How We’ve Grown!
SU 2010
SU 2011
SU 2012
AU 2012
SP 2013
SU 2013
AU2013
#sections 1 3 5 21 35 26 41
enrollment 13 54 81 444 731 650 1025
43 sections including regional campuses
Course is 3 credits, but class meets 6 hrs/wk
Dedicated classroom/lab
Students pick up where they left off in previous semester
AU 2014: My, How We’ve Grown!
Mastery learning
FlexibilityStudent attendancePlacement issuesAccommodates “life”
Students learn that they are in control of their own destiny
Intrusive advising
Factors Contributing to Student Success
Recent high school graduates
Non-traditional, returning students
Students who have been unsuccessful in traditional courses
Completed high school Algebra II with C or higher
ALL!!!!!!
What kind of student benefits?
Closing the GapsRace (AU12)
Closing the GapsGender (AU12)
MATH-1099 DEV-0115 MATH-1020 MATH-1030 MATH-1050 MATH-1075 MATH-114840.0%
45.0%
50.0%
55.0%
60.0%
65.0%
70.0%
75.0%Achievement Gap: Gender
Male Female
Closing the GapsAge (AU12)
MATH-1099 DEV-0115 MATH-1020 MATH-1030 MATH-1050 MATH-1075 MATH-1148 Total20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
Achievement Gap : Age
Under 2020-2425 and over
Due to multiple exit points—needed to develop a way for students to register for next course
Progress FormCheck “PC” box on add/drop form and sign
4-year partners & advisors requested that the transcript reflect the highest course completed
Data entry completed at the end of each semester to update student placement level
Records & Registration
Students passing 1099 and then re-taking the course was initially an issue
Educate Financial Aid on the purpose of the course and then they had to make it work in their system
Financial Aid
4-Year Institutions Example Transcript with MATH 1099 Credit
COMM 2200 Business Communication
DDG 2975 AD Agency/Portfolio Dev
Math 1099 Bridge to College Math
DEV 0115 Pre-Algebra
IMM 1620 Web Design/Creation
Since Math 1099 allows students to “proficiency” through multiple courses in a single semester, a transcript that includes “Math 1099 S” grade is not sufficient because it does not indicate the course exit point. Because college advisors as well as receiving 4-year institution partners need to know how many courses students have finished in a semester of Math 1099, we have developed a new method of transcripting their credit.
B 3.00 3.00 3.00 9.0000
C 2.00 3.00 2.00 6.0000
S 3.00 3.00 0.00 0.0000
S. 0.00 0.00 0.00 0.0000
C 3.00 3.00 9.00 21.000
Pilot—Recruit students Full Scale—Inform students about the
various developmental math courses that can be completed by taking MATH 1099, the benefits of taking the course, and the responsibilities that are involved when taking a modular, self-paced course
Communicate with Advising early and often to avoid enrollment challenges. Advisors will hesitate to place students in a new, unknown course.
Advising
Developmental Education & Math Department Curriculum Committee approval
C&T Departments accepting MATH 1099 as meeting their degree requirement
ASC Departments allowing MATH 1099 to serve as the pre-requisite to their degree requirement. OSU partner also looks closely at 1099
Academic Departments
Beth Barnett, Professor, Developmental Education Department ([email protected])
Jessica Lickeri, Assistant Professor, Mathematics Department ([email protected])
Thank you…
Top Related