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ALAMO COMMUNITY COLLEGE DISTRICT NORTHEAST LAKEVIEW COLLEGE MATHEMATICS BRIEFING Institution Profile Northeast Lakeview College is the newest member of the Alamo Community College District. With a student enrollment of nearly 2,500 students, we are situated in the northeast area of San Antonio. We are currently in the process of building our new 240-acre campus, just a few blocks away from our current location. State of Developmental Education Developmental mathematics at Northeast Lakeview College is decentralized. The developmental programs for the various departments (i.e., English, Reading, Mathematics) are independent of each other and do not fall under a stand-alone governing developmental body. As developmental courses account for a large proportion of total courses offered, their success, or that of students enrolled in them, is instrumental to the overall success of our department and, in turn, our college. Promising Intervention Strategies and Evidence of Effectiveness Although there are a few we are considering, due to Northeast Lakeview College being new, we have yet to incorporate any intervention strategies. Our goal in the mathematics department is to use the roundtable discussions to learn techniques and interventions that other colleges are using. Even though we would like to share ideas we have for improving our developmental education, we more importantly would like to learn from the successful interventions used by our colleagues across the state. With this in hand, we hope subsequently to create our own developmental intervention strategies to maximize the learning, experiences, and success of Northeast Lakeview students. ALAMO COMMUNITY COLLEGE DISTRICT NORTHWEST VISTA COLLEGE MATHEMATICS BRIEFING Institution Profile College-level mathematics and English are Northwest Vista College is located in clustered with these courses to provide west-northwest San Antonio. There are integration. This is a highly effective 9,901 paid students as of September 28, model. 2006. Approximately 6.7% are special populations. Each level of mathematics, due to its sequential nature, is identified with its essential outcomes; that is, those skills that allow a student to challenge the next level successfully. Transmission of these 43% fundamentals is achieved through several venues, the most direct of which is ring 57% leadership and ringlet mentoring of faculty by course level. Additionally, core finals, which include the proportion of each topic to be assessed, along with common Female Male calendars, reviews, and syllabi help achieve a fluid transition throughout the mathematics curriculum. 0.5 Caucasion - 0.4 46% Eighty percent of our students require Hispanic - 45% remediation. Therefore, quality 0.3 developmental education is essential to the 0.2 African- persistence and graduation rates. American - 6% 0.1 Other - 3% 0 State of Developmental Education The developmental mathematics program is designed for successful progression through five levels of one sequence, from Basic Mathematics to College Algebra. Each level prepares the student for the next level, while the last level of developmental mathematics can be shown to support success in College Algebra. Developmental education is integrated and decentralized. All developmental education courses are together in one cluster under Academic Foundations. ALAMO COMMUNITY COLLEGE DISTRICT NORTHWEST VISTA COLLEGE MATHEMATICS BRIEFING Proportion of Graduates by Developmental History 100 90 80 70 60 50 40 30 20 10 0 1999 2000 No developmental History 2001 2002 2003 Developmental History 2004 Through Year 2005 2006 Developmental History No developmental History Promising Intervention Strategies and Evidence of Effectiveness This population includes students at risk of The Advocacy Center is for students who failure or dropping their developmental miss a class, are having difficulty with a mathematics. topic, or need strong, one-on-one analytic tutoring. Essentially, the kind of support The student outcomes being targeted full-time instructors make available during include a group of students who are ready office hours. to leave the sequence. This program directly affects 10%-20% of our Success of Advocacy Students as Compared to Overall Success in Developmental Math 80% 70% 60% 50% 40% 30% 20% 10% 0% Fall 02-03 Fall 03-04 Fall 04-05 Fall 05-06 No summer, success "C" Success "C" of students who used advocacy center Overall success of developmental program ALAMO COMMUNITY COLLEGE DISTRICT NORTHWEST VISTA COLLEGE MATHEMATICS BRIEFING developmental population through tutoring for many at-risk students. Drop or counseling students who wish to drop Counseling is using techniques of their mathematics class. Additionally, this empathic listening and analytic problem strategy indirectly supports success solving to help students complete their through training of new adjunct faculty, coursework. This program is intended to training all mathematics tutors, and foster independence through a catch and disseminating the culture of this release mode of delivery, and is not a institution’s mathematics program. substitute for the classroom. This center reflects and broadcasts the culture of the Lessons Learned NVC mathematics program. Flexible counseling schedules with highly trained tutors and advocates are necessary Retention (Course Completers) for Advocacy Center and Developmental Math 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Fall 02-03 Fall 03-04 Fall 04-05 Fall 05-06 Retention of Students who Used Advocacy Center Retention of Developmental Math (overall) ALAMO COMMUNITY COLLEGE DISTRICT ST. PHILIP’S COLLEGE MATHEMATICS BRIEFING Institution Profile mathematics course. Based on this St. Philip’s College (SPC), a multi-campus number, the developmental mathematics institution of the Alamo Community program is extremely critical to the overall College District in San Antonio, Texas success effort. If developmental education was founded in 1898. It has undergone were not available, this would hinder monumental transformation, evolving students’ ability to enroll and successfully from parochial day school to industrial complete college-level courses and, thus, school to a fully accredited two-year would hinder student graduations rates. college offering a diverse curriculum. With semester enrollments of Promising Intervention Strategies approximately 10,000 students, SPC also and Evidence of Effectiveness has the unusual distinction of being a Currently several interventions are taking Historically Black College and a Hispanic place: Serving Institution. • Retesting Center for Developmental Mathematics Students State of Developmental Education With an emphasis on mastery learning, Developmental education at St. Philip’s the developmental mathematics College is currently decentralized. The students at SPC are allowed to “retest” developmental mathematics program is in areas that the student has not housed in the Department of sufficiently mastered. Depending on Mathematics/Computer Science/Business the level of the developmental Administration. The developmental mathematics course, a student may be writing program is housed in the able to “retest” a minimum of two Department of English and Speech. The exams during the course of the developmental reading program is housed semester. A Retesting Center is in the Department of Reading, Education, designated on the SPC campus to allow and Foreign Languages. The faculty has students to come to retest at a time spent a considerable amount of time convenient to him/her. In order to comparing the developmental mathematics retest, students are required to perform program to the college mathematics test corrections and/or spend time in program in order to align the curriculum the tutoring lab. Maximum scores that so that students can make the successful can be earned in a retest setting are set transition from developmental courses into at 85. college-level classes. • Learning Community of Allied Health Students Who Need Developmental Institutional data suggest that students Mathematics/Developmental enrolled in developmental classes succeed Reading/Developmental English in subsequent college courses at a rate Allied Health students are placed in equal to those students not needing cohort groups. The purpose of this remediation. In reviewing cohort data for learning community is to help these Achieving the Dream students, it is noted students gain the necessary skills for that approximately 85% of incoming entering their individual program of students are referred to a developmental study (nursing, radiography tech, etc). ALAMO COMMUNITY COLLEGE DISTRICT ST. PHILIP’S COLLEGE MATHEMATICS BRIEFING The learning community is also mathematics program will create a new designed to help students gain the four-hour mathematics class that skills that will allow them to be requires 650 minutes of mathematics successful in their subsequent courses time on task in a mathematics lab. as well as to help them pass the Students will be required to attend the ACCUPLACER (which is the entrance lab at least one hour each week and exam into some of the programs) and perform a prescribed set of activities, to expose students to similar types of either paper/pencil or online homework problems they will encounter in their assignments. The work accomplished specific programs of study. Faculty in in the lab component will be the these three areas meet on a regular equivalent of one test grade basis to design curriculum for the (approximately 15% of the course learning community. grade). • Piloting of One-Hour Lab Requirement • Changing Student Course Enrollment into the Developmental Mathematics after Census Date Courses After census date, students may request Based on CCSSE results that revealed to be changed from one course down to that 47% of SPC student spent five another because of difficulty with the hours or less studying outside the course material. Based on a pilot classroom, the developmental program, data suggest that students increased their skill levels by at least one course when using ALEKS computer system. Implementation Intervention Evaluation Strategy Target Population Student Outcomes Techniques Timeline / Data Collection Retesting Developmental Successful completion of Data Fall 2004 Center Math Students developmental comparisons Spring 2005 mathematics; movement Summer 2005 to college-level courses Fall 2005 Learning Allied Health Successful completion of Departmental Spring 2006 Community students needing developmental education math final exam; developmental courses; acceptance into similar testing mathematics, respective programs measures as other reading, and classes English One-hour Lab Developmental Successful completion of Data In progress Requirement math students developmental math comparisons of Fall 2006 (pilot) course; movement to pilot courses and college-level courses non-piloted courses Changing Developmental Successful completion of Data Summer 2006 course Math Students Developmental Math comparisons of enrollment course; Student needs Student success after census addressed without rates date affecting registration ALAMO COMMUNITY COLLEGE DISTRICT ST. PHILIP’S COLLEGE MATHEMATICS BRIEFING Lessons Learned Most of the aforementioned strategies are in their initial stages. Data gathering and analysis will determine whether these particular strategies are effective in building student success rates in developmental mathematics. ALAMO COMMUNITY COLLEGE DISTRICT SAN ANTONIO COLLEGE MATHEMATICS BRIEFING Institution Profile Students who tested into all the San Antonio College is located near developmental courses—reading, English, downtown San Antonio, Texas. It is the and mathematics—are the targeted largest community college in Texas with a population. The mathematics course fall 2006 enrollment of approximately 21,900 covers our three-semester sequence of students. San Antonio College has a diverse Introductory, Elementary, and student body, consisting of large percentages Intermediate Algebra in one 16-week of Hispanic students, students who work, and semester. The students are required to students receiving financial aid. enroll concurrently in a special semester- long orientation/study skills course, and a State of Developmental Education semester-long course that covers At San Antonio College, developmental developmental reading the first half and education is decentralized, with the developmental English the second half. reading, English and mathematics This means each student enrolls in 18 departments each structuring its respective semester hours, 12 of which are developmental courses. mathematics. The mathematics course meets for 14 hours per week. The contact time in excess of a three-hour course is In the mathematics department, the same devoted to learner-centered activities, not curriculum committee analyzes curriculum lecture. for both developmental and college-level courses. This ensures that the The student outcomes being targeted developmental courses are designed for include: (1) improvement of alignment with college-level courses. developmental mathematics productive grade rates and retention, (2) successful Since developmental education in the student progress through the mathematics department at San Antonio developmental sequence, and (3) College is designed to prepare students for successful student completion of College successful completion of college-level Algebra. mathematics courses, student success in developmental courses is crucial to our There is no departmental exam. The efforts to improve overall student success instructor designs the exams and gathers in mathematics. the data on course completion, retention, and student success. Promising Intervention Strategies and Evidence of Effectiveness Lessons Learned One promising intervention strategy we The results so far in the mathematics are pursuing in developmental mathematics is an accelerated course have been promising. In fall 2005, 11 of 24 students passed the entire developmental mathematics sequence. The sequence with a C or better. Six of those program began in fall 2005 and is in its students have since attempted College third semester of implementation. The Algebra, and two have passed with a C or number of sections offered has been increased this semester. better. In spring 2006, seven of 16 students ALAMO COMMUNITY COLLEGE DISTRICT SAN ANTONIO COLLEGE MATHEMATICS BRIEFING completed the semester with a C or better. redefining the course commitment. Four of those took College Algebra in Because the number of students who summer school and all four passed with a initially test into all three developmental C or better. Though the numbers are disciplines is small, we are considering initially low, the successful completion offering the course to Basic Math students rates are significantly better than the recommended by their teachers. We are completion rates of students who attempt also considering offering the mathematics the three semester developmental course separate from commitments to sequence in the traditional time frame. reading and English. Plans for the future of the pilot include changing the targeted population and ALVIN COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile White 2,782 The following breakdown represents Alvin Community College applicants and how Africian American many of those applicants actually 301 registered for fall 2006: American Indian/Alaskan New Applicants Total 1,649 Native 12 Asian/Pacific Actually Registered Total 1,233 Islander 79 Transfer 597 Transfer 365 Hispanic 907 High School Grads 569 High School Grads 436 International 15 Dual Credit 348 Dual Credit 337 GED 113 GED 82 Age of # of Individual Appr 22 Students Students Individual Appr 13 Under 17 92 17 313 The following breakdown represents all of 18 449 our registered students for fall 2006: 19-21 1,060 22-24 568 25-30 609 31-35 327 36-50 582 1823 Female 51-64 93 2273 Male 65+ 3 State of Developmental Education Our developmental education classes are decentralized. The classes are taught by all full-time and most of our part-time faculty. International 4 We offer the students three presentation styles: lecture, computer-aided, and Out-of-state 44 Internet. Out-of-district 2135 We believe the curriculum aligns the developmental and credit courses. As two- In-district 1913 thirds of our students taking mathematics 0 500 1000 1500 2000 2500 classes are in developmental classes, we feel this is a key area in increasing both the retention and success of our students. ALVIN COMMUNITY COLLEGE MATHEMATICS BRIEFING Student success is measured by the Lessons Learned completion of an associate’s degree. As we are in the first semester of our Achieving the Dream project, we are still Promising Intervention Strategies developing our intervention; therefore, it and Evidence of Effectiveness has not been implemented. The reason we At this time, we have two resources in are attending this roundtable is to benefit place to help developmental students: the from those who have gone before and who Academic Enhancement Center (AEC) have had some success with their and the Learning Lab. The AEC offers interventions. tutoring in English and reading. It offers our students ways to improve study skills, test-taking techniques, and time management. To improve our students’ chances of success, we assess their learning styles and help them create a customized study plan and also suggest methods for handling test anxiety. The AEC works very closely with our counseling center. The Learning Lab has 30 computers with Internet access to use for interactive mathematics tutorials. Free mathematics tutoring is available for developmental mathematics courses and higher-level courses. The Lab also hosts a testing center for TBA courses and make-up testing. Our computer-aided classes are also taught here. To evaluate progress, our Institutional Effectiveness and Research people track student progress through the developmental sequence and the gatekeeper courses, College Algebra and Contemporary Mathematics. We do require a comprehensive department-written final exam to be at least 25% of the semester average in all developmental classes. COLLEGE OF THE MAINLAND MATHEMATICS BRIEFING Institution Profile of assessment tools come from tests and College of the Mainland (COM) is a quizzes. Additionally, the objectives of community college located in Texas City, Intermediate Algebra have been discussed Texas serving the mainland area of on a continuous basis with faculty who Galveston County and beyond. The teach both College Algebra and demographics of the current fall Intermediate Algebra to provide the enrollment of approximately 3,900 necessary foundations for the College students are 58% Caucasian, 17% African Algebra curriculum. American, 19% Hispanic, 6% Other. This Promising Intervention Strategies population is comprised of 62% females and Evidence of Effectiveness and 38% males. Supplemental Instruction (S.I.) is an Our average student would be intervention strategy that was characterized as a part-time, 26-year-old implemented in the fall of 2005 for one Caucasian female. Intermediate Algebra class. The S.I. information was not posted as a State of Developmental Education component of the class in the fall schedule, so students were not aware of it COM’s developmental education program until the first day of class. Students were is centralized with the developmental required to attend a one-hour session every reading, writing, and mathematics Friday with our full-time tutor. In the disciplines gathered into one session, students were required to take a team/department that currently serves short quiz worth up to five points. The 1,032 combined students. quizzes were developed and graded by the full-time tutor, and the points were added The Academic Success Team is comprised to the weekly quiz taken in class. The full- of the developmental reading, writing, and time tutor attended the lecture class with mathematics faculty members as well as the students, so that the concepts could be one research analyst, two counselors, two explained consistently by the instructor of tutors (one developmental mathematics; the course and the full-time tutor. In the one developmental reading/writing), and spring, S.I. was extended to two one program assistant. The team’s Intermediate Algebra classes. This time, developmental mathematics area employs the S.I. component was listed in the five full-time and one full-time temporary schedule, but one listed the time as To Be developmental mathematics faculty Announced (TBA). S.I. has allowed us to member and 16 developmental extend tutoring to more individuals mathematics adjuncts. because it was a required component of the lecture class. Students were not COM’s TSI Plan mandates developmental allowed to retake chapter tests if they education for all full-time students with missed more than three S.I. sessions. S.I. developmental needs, but students was initiated because students were frequently circumvent the policy. succeeding at a higher rate when they used our tutoring facility, and it is one of the Every developmental mathematics course, best practices in developmental education. as well as College Algebra, gives a departmental final exam and the majority COLLEGE OF THE MAINLAND MATHEMATICS BRIEFING The expected outcome is successful • SI classes had a significantly completion of the Intermediate Algebra higher pass rate than the other course and to provide the foundations for Intermediate Algebra lecture the gatekeeper mathematics courses. classes. • SI classes had significantly lower In the initial stages, the targeted group was failure and withdrawal rates than Intermediate Algebra, but we are in the other Intermediate Algebra lecture process of extending it to other courses. classes. When the S.I. classes were compared to Lessons Learned the other Intermediate Algebra lecture We determined that listing the classes, the pass rate was higher. With Supplemental Instruction and its actual only two semesters of data, it is not fully time in the schedule provided better understood what role S.I. will play in results. Students could plan their schedules developmental mathematics over the long to accommodate the one-hour session. term. However, the information gathered When TBA was listed for the suggests that S.I. has provided some Supplemental Instruction time, the only promise in helping developmental time that fit with the different schedules mathematics students to be successful. was one-hour before class or one-hour after class. This S.I. class was not as The following table compares the two productive, and the pass rate was much Intermediate Algebra classes with the S.I. lower than the other S.I. class. We believe component with the other Intermediate the time slot was part of the significant Algebra lecture classes in the spring of difference between the success rates of the 2006. two S.I. classes. At this point, we would Supplemental Instruction Grade like to expand S.I.; however, it is difficult Distribution, Spring 2006 to find qualified S.I. leaders, and the associated cost is a factor. We are trying to recruit students to serve as S.I. leaders, but Grade 320 SI Classes 320 Lectures finding dependable students who will be ABC **50.9 (27 **29.7 (55 available for a few semesters is a difficult students) students) task at a community college. DF *9.4 (5 students) *18.3 (34 students) W *37.7 (20 *50.8 (94 students) students) I 1.8 (1 student) 1.0 (2 students) Note. * p < .05; ** p < .01 COMMUNITY COLLEGE OF ALLEGHENY COUNTY MATHEMATICS BRIEFING Institution Profile The Community College of Allegheny Semester Math Writing County is the largest provider of Fall 2001 75.50% 85.30% educational services in Western Fall 2002 81.50% 84.10% Pennsylvania. The college serves a diverse Fall 2003 78.60% 83.00% student population that includes students Fall 2004 78.70% 84.90% with special needs. The enrollment for fall Fall 2005 74.30% 85.50% 2006 is 18,441, and 13,288 full time Benchmark Fall 2004 80.00% 84.00% equivalent students. State of Developmental Education A departmental or uniform exam across the multi-campus institution is necessary Developmental mathematics courses are for identifying students’ needs, and integrated in the mathematics department. assisting them to complete developmental The courses in mathematics range from mathematics courses successfully. developmental through differential equation for transfer students. In addition, A suitable rubric for assessments in order career oriented mathematics courses are to improve teaching and learning offered. outcomes should be developed. The developmental mathematics sequence, Promising Intervention Strategies MAT 080 (arithmetic fundamentals) and and Evidence of Effectiveness MAT 090 (algebra fundamentals) are in alignment with other credit courses. The First, we performed an item analysis of the department completed a college-wide final exams from MAT 080 (Arithmetic course assessment for MAT 080 in spring Fundamentals). We collected a summary 2006, and the outcome is currently being of the opscan summary sheets for every analyzed. section of MAT 080 from the spring 2006 semester and identified the most Student success is measured by the percent frequently missed questions. The analysis of students receiving an A, B, C, or P in a is done by looking at those questions college-level mathematics or English missed by more than one-half of the course within one year of successfully students. The idea was to make faculty completing the final course in a teaching this course in the future aware of developmental sequence. Success in first the topics and concepts that give our college-level mathematics courses has students the most difficulty. The declined since fall 2002 and is below the instructors will modify/improve the national benchmark. English success has teaching of these topics in the future so remained stable over the last five years that student learning improves. and is at the national benchmark. The second item will be the assessment in MAT108 (Intermediate Algebra, gatekeeper course) for the 2006-2007 academic year. The following rubric will be used. COMMUNITY COLLEGE OF ALLEGHENY COUNTY MATHEMATICS BRIEFING Members of the mathematics faculty from At the end of the semester, the same group all four campuses (including adjuncts) will will design two additional questions on the be asked to volunteer for the assessment. same objective for inclusion on the final (Already, several members of the faculty exam. Again, the student responses will be have agreed to participate.) A committee copied and submitted before grading and consisting of some/all of those who the same subcommittee will again apply volunteer will write two questions for the the rubric, meet to discuss the scoring, and unit exam in which the topic falls and all determine if the objective is met will include these questions verbatim on satisfactorily. their exams. Faculty will copy the student responses to these questions before scoring Students who were/are enrolling in the the exam for their own class record. developmental mathematics courses, MAT Depending on the number of submissions, 080, MAT 090, and MAT 108. a statistical sample of the artifacts will be selected for the assessment project. Category Math Concepts Math Errors 2 Points Algebraic work shows No complete mathematics understanding of the errors concept use to solve the equation 1 Point Algebraic work shows One moderate mathematics understanding of the error concept used to solve the equation No Points Algebraic work shows Two or little or no more understanding of the mathematics concept used to solve errors the equation A subcommittee of this participating group will agree on an acceptable score for each question (probably 3 out of a possible 4 points) and an acceptable percent of the artifacts that should meet that score. The subcommittee will then independently apply the rubric and meet to determine their consistency in scoring the artifacts. A written report of the findings will be submitted to all participants and the faculty liaisons at each respective campus. COMMUNITY COLLEGE OF BEAVER COUNTY MATHEMATICS BRIEFING Institution Profile Math Skills (our lowest level of The Community College of Beaver developmental mathematics) into three County (CCBC) is located in one-credit courses (5 weeks each): (1) Southwestern Pennsylvania. The following whole numbers and fractions; (2) figures show the full-time/part-time and decimals, ratios, percents; and (3) racial/ethnic composition of the college. geometry, statistics, signed numbers, Intro to Algebra. The targeted population is all students who test into Improvement of Full Time Part Time Math Skills Student outcomes that the college expects to impact with this intervention strategy Part Time Full Time are: 50% 50% • Students bored with adding, subtracting, multiplying, and dividing whole numbers may drop out because they think they know 84 the entire course. This intervention 90 80 will help place students into a 70 60 developmental mathematics area 50 Series1 40 that will help them. Students will 30 20 7 1 2 5 8 then successfully complete one, 10 0 two, or three credits in Improvement of Math Skills and an er an e ic n iv ia nd an ic di at as er In la isp N uc m Is an continue on to complete three H an A Ca c ic ifi sk n er ca ac la m A fri /P credits of Fundamental Algebra A A n sia (our 2nd level developmental A mathematics course). A distinctive characteristic is that 75% of our students receive some form of • Many of these students will then financial aid. go on to complete either College Algebra or Statistics. (possibly two State of Developmental Education gatekeeper courses). Developmental education is integrated at the college; however, there is no alignment No departmental exam is offered. of developmental and credit course However, Improvement of Math Skills, (3 outcomes and assessments. Developmental credits) has six tests and 12 graded education is very critical to the overall assignments and each one-credit course student success effort. will have four graded assignments and two tests. Intervention strategies are in the Promising Intervention Strategies planning stages. and Evidence of Effectiveness A planned intervention strategy is to Lessons Learned divide the three-credit Improvement of CCBC is in the planning stages. BIG BEND COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile Located in central Washington State, Big At Big Bend Community College, Bend Community College (BBCC) is one developmental education is very critical to of the smallest community colleges in the overall student success effort. During Washington, serving a rural district of fall quarter 2006, approximately 88% of 4,600 square miles with a population of the students who took the mathematics approximately 96,000. Fall 2005 placement test (the mathematics and enrollment was 2,522 head count (1667 English placement tests are required for all FTEs) with 54% of the students in entering BBCC students) placed below academic courses (includes college-level mathematics (into developmental). Forty-two percent of the intermediate algebra or below), while 79% students are students of color. The average of the students placed in elementary student age is 29. algebra or below. State of Developmental Education Developmental courses are essential to skill building and provide a pathway into Development education is integrated into college-level courses, especially those the college’s organizational structure as courses that require mathematics follows: prerequisites. These courses help build foundations for success and are The lowest level mathematics course fundamental to life pursuits, self- taught at BBCC is MPC (MPC denotes sufficiency, parenting, and successful pre-college mathematics) 080 Basic entry into chosen careers. Mathematics. This course is taught by one of our full-time tenured instructors who Promising Intervention Strategies teaches that particular developmental and Evidence of Effectiveness mathematics course plus English classes All BBCC students who enroll in a degree below college level. She is also the chair program must take the mathematics and for our Developmental Studies Division. English placement tests. In 1995, the All other developmental mathematics BBCC mathematics department observed courses come under the scheduling of the a high attrition rate for students enrolled in Math/Science Division and are taught by MPC 095 and MPC 099 courses. tenured full-time mathematics instructors Concerned about student success, we have and adjunct instructors. BBCC tenured adopted an alternative mathematics route mathematics instructors teach college- for non-successful students. Students who level and pre-college-level mathematics have demonstrated extreme mathematics courses. The Math/Science Division is difficulty on the competency exam in the supervised by the Dean of Arts and two quarter MPC 095 – MPC 099 Sciences who works with the chair to do sequence and have not earned a passing the course scheduling. grade may enroll in MPC 091 – MPC 093 if they have instructor permission. This Placement testing for mathematics is three-quarter sequence offers the same conducted by the Math/Science Division, topics and objectives covered on the and placement testing for English is competency exam with a comparable conducted by the Developmental Studies degree of difficulty, just paced slower than Division. BIG BEND COMMUNITY COLLEGE MATHEMATICS BRIEFING the MPC 095 – MPC 099 courses. The MPC 093 addresses different learning mathematics department has assessed the styles, emphasizing experimental competency based exam results (need a approaches in activity learning, hands-on score of 65% or better in order to enroll in activities, dealing with more than one the next class). approach to solving a problem, and encouraging lifelong learning. Lessons Learned Since 1995, the BBCC mathematics Since 2003, the mathematics department department has observed that those has realigned the placement test to reflect students who enroll in the MPC 091 – the ERL’s with our local school districts. MPC 093 sequence are able to complete Due to this initial assessment, the the mathematics sequence that they could department is now implementing a not complete previously. The MPC 091 – competency exam in MPC 080. BRAZOSPORT COLLEGE MATHEMATICS BRIEFING Institution Profile transitional education program and Brazosport College, located in Lake implementation began in the fall of 2006. Jackson, Texas, enrolls approximately 4,000 credit students each semester and Key features of this program include: serves approximately 28,000 students • A centralized program that will annually in degree and transfer programs, coordinate all initiatives of the plan. community education, and business and • Faculty teaching both transitional and industry training. Brazosport also offers college-level courses to ensure the students baccalaureate degrees in business alignment of transitional and college- and technology management. level course outcomes State of Developmental Education • A learning skills initiative featuring a Currently, Brazosport College is entering a learning framework course, seminar period of drastic transition in offerings, and online modules to developmental education, termed by the support leaning skills development. institution as Transitional Education. • Enhanced and expanded tutoring Historically, the institution offered services centered on comprehensive students transitional education courses in training for all tutorial staff. reading, writing, and mathematics. The program has been decentralized, with • A goal attainment initiative that will courses taught by faculty in the pair faculty with first semester mathematics and English departments. transitional students designed to Students are supported by a free tutoring identify their purpose for education and program offered in the college’s learning potential barriers to success. assistance center. This model, while • Professional development for faculty effective for some students, was not and staff that will support and meeting the holistic needs of our diverse encourage active learning and the learners. While academic needs were attainment of student learning being addressed in the classroom, the outcomes. program was not addressing needs in learning skills development, learning • Comprehensive course and program disabilities, student focus, and professional outcomes assessment to identify and development. improve curriculum, instruction, and support services. Promising Intervention Strategies and Evidence of Effectiveness Since a majority of incoming students In spring 2004, Brazosport College began require some form of transitional work on its Quality Enhancement Plan education, Brazosport College has (QEP) as part of its reaffirmation of assigned the highest priority to this plan. accreditation process. After much input The college has committed considerable from the college community, it became financial and human resources to this clear that transitional education should QEP. become the focus of this work. Since then, the institution has been designing a new After full implementation is achieved in the 2007 academic year, Brazosport BRAZOSPORT COLLEGE MATHEMATICS BRIEFING College will begin comparing outcome and not view initiatives as just an assessment data to baseline data gathered administrative exercise designed solely from past years. The institution expects to fulfill a requirement. improvement in the following: • Input from students is often more crucial than input from employees. • Grades earned by transitional learners Their needs must be the centerpiece of in college-level courses by improving the plan. preparation for college-level work. • Extensive planning and attention to • Demonstration of content knowledge in detail is a must when creating new transitional mathematics, reading, and governance and funding structures writing courses inside existing programs within the • Learning skills sufficient for success in institution. college-level work. • The timeline designed for any plan • The percentage of students who have implementation needs to be steady but met student-learning outcomes in each bridled so faculty, staff, and students transitional education course are not overwhelmed with new ways of (mathematics, reading, and writing) doing business. • The sufficiency and utilization of support services to improve student With a renewed commitment to achievement of learning outcomes transitional education, Brazosport College (Learning Assistance Center: tutoring, looks forward to these changes and the software, asynchronous learning implementation of the QEP. We hope to modules, and the library) report successful outcomes in the years to come and share with and learn from other • Data collection methods and the use of institutions also striving for improved data to improve student learning transitional education. • Professional development to support the outcomes of the Transitional Education Program Lessons Learned Even though this plan is still in the early stages of implementation, faculty and staff at Brazosport College have faced unexpected challenges and have learned the following: • Broad-based communication throughout the college community is critical in both the development and implementation phases of the plan. Faculty must have a stake in the plan BROOKHAVEN COLLEGE MATHEMATICS BRIEFING Institution Profile All nine full-time faculty members teach Brookhaven College is located in Farmers both developmental mathematics and Branch, Texas, and has an enrollment of mathematics courses. Typically, each approximately 10,000 students. faculty member teaches at least three developmental mathematics courses per 90% academic year. 80% 77% 70% Because of this departmental organization, 60% the faculty has been able to design a 50% 40% curriculum that aligns developmental 30% 23% mathematics with the gatekeeper 20% mathematics course, College Algebra. 10% 0% Full Time Part Time The departmental philosophy is that mastery of the content of our developmental courses is a major indicator of success in the gatekeeper course. However, we hold that in addition to content mastery, study and learning skills 40% are also a major part of what needs to be in Female Male place before the student attempts college- 60% level work. Promising Intervention Strategies and Evidence of Effectiveness There are five levels of developmental mathematics at Brookhaven College. For 3% simplicity, we will refer to them as DMAT 13% I, DMAT II, DMAT III, DMAT IV, and Caucasian DMAT V. Departmental Final Exams are 13% 49% Hispanic African American offered in all developmental mathematics Asian courses and in College Algebra. Students Other place into these courses based on an 22% Accuplacer score. Generally, once students place into one of the DMAT courses, they must complete the DMAT sequence. State of Developmental Education Linked Classes: During the past two years, Developmental mathematics at the department has offered eight-week Brookhaven College is fully integrated linked courses. These include, DMAT into the Department of Mathematics. I/DMAT II, DMAT II/DMAT III, DMAT There is no distinction among faculty IV/DMAT IV, DMAT IV/College members’ titles (that is, no one is Algebra, and DMAT II/DMAT III/Human designated instructor of developmental Development. This last combination mathematics or instructor of mathematics). BROOKHAVEN COLLEGE MATHEMATICS BRIEFING requires students to enroll in the two eight- learners. Online education is relatively week developmental mathematics new to the department and the statistics are sequence and a “first year in college” inconclusive. course. A full-time mathematics faculty member is a guest speaker on one day of MyMathLab is being used in one or two this course, where such issues as studying sections of the DMAT courses. The use is for mathematics, taking notes in a primarily as a method of grading mathematics course, taking tests, and homework and making students overcoming mathematics anxiety are accountable for self-efficacy. Again, this is discussed. a new development and the data as of yet are inconclusive. These courses meet every day, as opposed to twice a week as with the traditional 16- This semester, adjunct faculty who teach week courses. The inspiration for this developmental mathematics courses have strategy was the statistics that suggest been encouraged to sit in on other students perform at a higher level when developmental courses and/or the more time is spent on task. This is gatekeeper courses whenever possible. evidenced in the higher success rate that is This encourages further alignment of the observed in the five-week summer terms. curriculum. The DMAT II/DMAT III combination is Lessons Learned the one that has been running the longest. The biggest lesson learned has been that Data suggest about a 20% increase in implementation of strategies takes at least successful completions. Data are as of yet a semester of planning if they are to have a inconclusive concerning the other chance of being successful and combinations. measurable. In some cases, as in the linked courses and the courses utilizing Online Courses: The department has MyMathLab, marketing of the courses to increased the number of online course the student body and academic advisors is offerings. The target audience here are essential. those students who are independent BROWARD COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile successfully complete the developmental Broward Community College is a multi- mathematics sequence. campus institution in Broward County, Florida, serving a diverse population of Promising Intervention Strategies approximately 60,000 students each year and Evidence of Effectiveness and a fall enrollment of about 35,000 The Mathematics Department has students. The racial/ethnic makeup of the implemented several student success institution is roughly 1/3 White Non- initiatives for our developmental students. Hispanic, 1/3 Black Non-Hispanic, and 1/3 Most recently, the Vice President of Hispanic. All entering students require Academic Affairs charged the Mathematics some level of developmental education. Department with implementing a success strategy focused on the use of the Math Lab State of Developmental Education and the learning outcomes of our The developmental mathematics program developmental students during the 2005- at Broward Community College is housed 2006 academic year. Consequently, six in the Mathematics Department. If a faculty members designed and piloted student’s College Placement Test (CPT) concept-based modules for use in the Math score places him/her at the first level of our Lab and for building our students’ college preparatory courses, he/she must mathematics skills. These modules include earn a C or better in MAT0012 Pre- worksheets, hands-on activities, Algebra/Developmental Arithmetic to manipulatives, and interactive seminars progress to MAT0024 Elementary/College using hand-held clickers (remote devices Prep Algebra. Once enrolled in MAT0024, used to respond during lessons). a student must then satisfactorily meet the course requirements in addition to passing Lessons Learned the State Exit Exam. If a student Because of this initiative, faculty members successfully completes MAT0024 with a C reported that more time in the classroom or better, he/she is eligible to enroll in with the students is needed in addition to MAT1033 Intermediate Algebra, the last academic support for developmental course of the developmental sequence. students while away from the classroom. Once a student successfully completes Ways in which this can be accomplished MAT1033, he/she is ready to enroll in include expanding the use of concept-based college-level coursework. Currently, a new modules and interactive online resources. policy allows students to retake the CPT and potentially enroll in a higher-level We have already begun to enhance what we course. do for our developmental students. Because of the success of the Skill Builder The developmental mathematics program is worksheets, they are now available online critical to the success of our students. for our MAT0012 students. Moreover, we Evidence shows that students who have three faculty members who are successfully progress through the reviewing our success initiatives and are developmental sequence perform as well as researching best practices around the or better than their college-ready peers in country with hopes of implementing these college-level courses. Our aim is to strategies for our developmental improve the number of students who mathematics students. CENTRAL NEW MEXICO COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile developmental level teaching, unlike those Central New Mexico Community College at many institutions, who teach the whole (CNM), in Albuquerque, is New Mexico’s range of math courses offered out of a largest community college and the second centralized math department. largest post-secondary institute in the state, with a total enrollment of about Some of the largest course offerings in the 24,000 students at four campuses. It is a college are in Developmental Education, comprehensive community college thay and among DE courses, the majority offers an array of over 50 vocational and offered is in Math; in fall 2006, 251 technical programs. (http://www.cnm.edu) sections of Developmental Math were offered, with an average class size of 17 State of Developmental Education per section. An unusual fact is that CNM does not charge tuition for its Developmental education at CNM is well developmental education, adult education, integrated into the institution. Entering or occupational courses. This is made students take a placement test possible by the support of the community. (Accuplacer) that places them according to (Tuition is charged for all college-credit, mandatory, enforced prerequisites for transferable courses.) courses including Math 120 (Intermediate Algebra), English 101 (Composition and Rhetoric), Chemistry 111, and other Promising Intervention Strategies courses in high demand. Of the incoming and Evidence of Effectiveness high school graduates, 83% test into at At CNM, initiatives related to Achieving least one developmental course. In some the Dream are targeting first time recent retention reporting, the best fall-to- freshmen who test into two or more spring retention was for students who took developmental courses. A variety of some developmental education combined intervention strategies are in place with some regular education courses currently; rather than focus on one, I will during their first term (72.9%), as opposed list and briefly describe them to give a to 56.5% for those who took all sense of the many ways CNM seeks to developmental courses and 53.9% for impact course completion, graduation, and those who took none their first term. A overall student success. Many of these higher percentage of Hispanic (36.5%) and intervention strategies are systemic and Native American (36.6%) students are not specific to developmental math. enrolled in all developmental courses their first term than are White (22.7%) students. One that is course-specific is our Early Alert Project which is being pilot tested Developmental Education is offered this fall in Math 100A and English 100 through the Department of Educational (both identified as “gatekeeper” courses.) and Career Advancement (ECA), which The participating instructors fill out an also is the department offering Adult online form when they believe a student Education and which has just begun work needs some extra support. The referrals on offering general studies degree can be based on academic performance, programs. While developmental education classroom behavior, or the need for is well integrated into the college, faculty student services support (financial aid, members in ECA are specialists in books, transportation, etc.). When the CENTRAL NEW MEXICO COMMUNITY COLLEGE MATHEMATICS BRIEFING referral is received, an administrative Lessons Learned coordinator reviews the referral and then Learning Communities, paired courses that forwards it to the appropriate parties. For facilitate the development of connections instance, if an instructor reports low-test with other students and faculty and which scores, the referral is sent to our may accelerate academic progress, have department’s tutoring supervisor, Carmen been piloted in various combinations Weger, for tutoring support. If the referral within ECA but none have yet become indicates poor attendance, it is sent to our regular offerings since a consistent pattern department’s achievement coach, Ann of success has not been apparent yet. Lynn Hall, for achievement coach support. Efforts to pair courses across department The responsible parties contact the lines (e.g., between faculty in credit- students to begin the intervention process. bearing departments such as Math, Every contact with the students is being Science and Engineering or vocational documented and followed up on. Each departments such as Applied Technologies participating instructor also has a control pairing with developmental faculty) are class that is not receiving the Early Alert underway. Given the retention results support. At the end of fall semester, we indicating that a combination of will compare student retention and success developmental and other courses data between the control classes and the correlates positively with improved pilots. retention, we hope to find improved student success from such pairings. The Achievement Coaches, as mentioned above, are available in each of the This fall, the developmental math faculty instructional divisions to assist and support in ECA is beginning a yearlong review of students to work toward their goals. These our curriculum, which includes courses in coaches provide support to help students basic math and introductory algebra in a utilize the resources available at CNM and multi-course sequence. Also, we are in the community surveying the faculty to compile a current (http://www.cnm.edu/achv/index.php). picture of the diverse teaching practices by Our large department is fortunate to have faculty members, including uses of group two achievement coaches, who are work, assessment practices, uses of assisted by work-study students serving as technology, active learning strategies, etc. peer mentors. Also, our developmental courses are offered in different formats, including Tutoring assistance for most academic collaborative (lecture with group work), subjects is available free of charge at all self-paced, project-based, and distance CNM campuses and on-line. learning. We offer a number of short Developmental Education in ECA has its courses including Reducing Math Anxiety, own tutoring resources which offer Calculator Use, and some new intersession tutoring support specific to the classes that pair learning basic math skills developmental courses we offer. The with construction skills. learning centers are staffed by certified professional tutors. Evaluation techniques focus on determining improved retention and graduation rates. A departmental final CENTRAL NEW MEXICO COMMUNITY COLLEGE MATHEMATICS BRIEFING exam is used in each of our courses, and this final measure is one that is used as a measure of success in the course. We also have been tracking next-level outcomes for many of our courses over at least the past ten years. Next-level success data (e.g., indicating whether students who took our introductory algebra course are at least as successful in the intermediate algebra course as those who tested into the intermediate course initially) is examined frequently and used as a measure of our success as a department. COASTAL BEND COLLEGE MATHEMATICS BRIEFING Institution Profile transfer courses. This ensures that the last Coastal Bend College has four campuses developmental course and first transfer and fall 2006 enrollment of 2,515 students. course are vertically aligned. Across the country, a high percentage of freshmen entering community colleges must enroll in at least one developmental 945 course, with the majority of these students requiring remediation in mathematics. Caucasian African American Given the large numbers participating in Hispanic developmental education, the success of 2053 114 developmental education programs will be instrumental for the effectiveness of community colleges in expanding access to higher education. CBC is dedicated fully to its mission, vision, strategic plan, and resources for improving the success of its students. 36.8 Promising Intervention Strategies Male Female and Evidence of Effectiveness 63.1 The Achieving the Dream pilot focused on “opening the gate” by using supplemental instruction in two Math 0322 classes and for one Math 1314 class. In Math 0322, two hours of supplemental instruction 2500 were added to the current one-hour lab. In Math 1314, a three-hour mathematics lab 1920 2000 is now required. Additionally, the 1500 1313 following were part of the intervention: 1000 • An instructor and peer tutors were provided in QEP classes, as well as 500 instruction in time management and 0 study skills and an orientation to CBC Part-time (less than 12 hours) Fulltime resources. • In addition, mathematics advising and State of Developmental Education mathematics tutor training were improved. Developmental reading and English are housed in the Preparatory Studies • Faculty training was significantly Department. Developmental mathematics increased. is housed in the Mathematics Department. • A consultant was hired to evaluate the Part of our assessment process is a process. placement test at the end of Intermediate Algebra to measure student readiness for COASTAL BEND COLLEGE MATHEMATICS BRIEFING In fall 2005, we treated two Math 0322 Lessons Learned classes and one Math 1314 class. In spring • Demanding lifestyles (work and 2006, we expanded the intervention family) are the primary reason students strategy to all but one class of Math 0322 do not experience success. Our and Math 1314 at the Beeville campus. intervention carves out extra time on This semester the treatment has been task. expanded to all Beeville and Alice Math • Active teaching and learning styles are 0322 and 1314 classes. We are ahead of most effective. Attention span on schedule as per the Achieving the Dream average is 20 minutes. Math faculty work plan. have trained extensively and work very hard to vary classroom activities. The following changes are being • “Math anxiety,” “13th Grade considered based on evaluation: Syndrome,” and lack of knowledge about how college works can seriously • Implanting a nationally recognized impede our students’ success. Our tutor training certification program, intervention works to inform and • Alternative designs for developmental empower our students. offerings, • A review of placement scores, • An item analysis of the department exam, and • Rescue program to “catch” struggling students. • Students are mostly developmental students with weak mathematics skills. The majority of College Algebra students require remediation before taking the class. Many are low-income, first- generation, and minority. CBC hopes to improve student-learning outcomes resulting in student success with traditional gatekeeper courses. The strategy was benchmarked spring 2005 and implemented fall 2005. Visit our QEP/Achieving the Dream website: http://vct.coastalbend.edu/content/index.cf m/fa/viewpage/category_id/2987.htm CUYAHOGA COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile specific student success course while Cuyahoga Community College is a multi- concurrently enrolled in a companion campus institution serving Cuyahoga entry-level developmental mathematics county and the Greater Cleveland area of course. A special topics mathematics Northeast Ohio. In fall 2006, almost course was developed and implemented in 26,000 full- and part-time students were fall semester 2005. This two-credit, served at its three campuses. Special discipline-specific student success course populations beyond the typical diversity with supplemental mathematics instruction found in an urban setting include a sizable was taught by faculty in the mathematics community of ELS students. department each semester following. For the first two semesters, scholarship State of Developmental Education funding was provided to cover the cost of both tuition and course materials of this Developmental mathematics is integrated special topics class. Beginning fall 2006, into the offerings of the mathematics students bear the cost of both tuition and department with most faculty teaching a materials. The number of course offerings mix of developmental mathematics and has grown from two in fall 2005 (at one college transfer-level courses. The campus) to seven in fall 2006 (at all three developmental mathematics outcomes are campuses). well aligned with the credit courses for which these courses serve as prerequisites. The targeted population for this course was students testing into the two lowest Eighty-five percent of students entering levels of developmental classes. Students CCC test into a level of mathematics that enrolling in the special topics class must requires at minimum of one semester of also be enrolled in a companion developmental mathematics prior to developmental mathematics class. The entering into a program or degree desired student outcome is successful mathematics requirement. Without success completion of the current companion in the developmental mathematics course, mathematics class as well as persistence in students are unable to complete a degree the completion of all necessary or certificate program. In considering the developmental courses with progress and data gathered around Achieve the Dream, eventual success in college-level it was found that students who complete mathematics courses. one college-level mathematics course are four times as likely to graduate than Because the student may be enrolled in students who did not complete a college- any number of different sections of level mathematics course. It is critical then developmental mathematics (with different to use these developmental classes to instructors) while enrolled in a single ensure students master the skills necessary section of the special topics class, it was for success in a college-level mathematics course. somewhat challenging to develop an evaluation of the results. Comparisons were made using two groups of students— Promising Intervention Strategies those enrolled in the special topics class and Evidence of Effectiveness AND any section of the companion CCC’s intervention strategy is for a developmental class and those students student to be enrolled in a mathematics- CUYAHOGA COMMUNITY COLLEGE MATHEMATICS BRIEFING enrolled in any of the companion Lessons Learned developmental class sections whose The key lesson learned in implementing students included at least one student this intervention strategy was enrolled in the special topics class. The communication to the college community success rates in the developmental class of at large. As the special topics course was these two groups of students were then moved forward to become a permanent compared. Results were collected for fall course in the mathematics department, 2005 and spring 2006. concerns from the counseling department began to surface. The concerns centered on whether the special topics class was different from the general studies class which is offered by the counseling department. DANVILLE COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile Therefore, DCC has seen an increase in Danville Community College, located in nontraditional students, many of whom are Danville, Virginia, is an 86-acre institution unprepared for college, thereby increasing of higher education serving the City of the demand for developmental Danville, Pittsylvania County, and Halifax mathematics. County. The total population of DCC’s service region is 144,281 (U.S. Census DCC has several developmental Bureau, 2004 Census). DCC has 4,216 mathematics interventions, some of which students taking credit courses. Enrollment have been in place for quite some time, by gender includes 61% female and 39% with a few being relatively new to our male. The population is made up of 35% campus. The interventions include the African-American, 63% Caucasian, and following: 2% other minority. • MTH 1 Courses State of Developmental Education Both basic arithmetic and basic algebra are Our developmental education is integrated normally one-semester classes. MTH 1 within our curriculum programs at DCC. courses were designed by dividing the The students work to strengthen their traditional semester into two semesters and mathematical skills to prepare them for covering the material at a slower pace. future credit courses while working on This option is geared toward the weaker other required courses. The developmental developmental mathematics students and classes serve as prerequisites for credit was implemented many years ago. courses if the student does not demonstrate proficiency on the Compass placement The evaluation technique has been to test. The developmental classes are critical compare pass rates with other to overall student success. They not only developmental mathematics courses. The build the necessary foundation needed for same department-wide test, retest, and future courses, but can aid in strengthening exams used in the two-semester course are a student’s organizational and study skills. used in the one-semester course. Studies Overall, developmental courses can be a have shown that students in the MTH 1 major component of getting a student courses have a higher pass rate for Part 1 “ready for college.” of each course, but the success rate for Part 2 declines and is about the same as Promising Intervention Strategies the success rates for students taking the and Evidence of Effectiveness entire course in one semester. The service region of DCC has suffered a • Learning Communities tremendous rise in annual unemployment The Learning Community is a strategy due to plant closings in recent years with initiated by Achieving the Dream. A many more expected in the near future. learning community consists of a group of The Danville metropolitan area, which students who share a common theme. The includes Danville and Pittsylvania County, developmental learning communities are was just ranked 361st out of 366 U.S. comprised of our least prepared students. communities in unemployment rate. Many The goal of this strategy is to increase the displaced workers are taking advantage of percentage of students of color, low- the Trade Act to come back to school. DANVILLE COMMUNITY COLLEGE MATHEMATICS BRIEFING income students, and first-generation LC passed the course with an S (n =56 of students who advance from developmental 92) mathematics to the next level of mathematics in their program of study. • Tutoring Tutoring was provided to the fall 2005 We are working diligently to increase learning communities, but there were no student performance in developmental associated external consequences or mathematics by increasing the availability rewards. Students did not take advantage of tutoring and supplementary instruction of free tutoring. In fall 2006, mandatory such as computer-assisted lab classes. The tutoring based on test grades and goals set in fall 2005 include the coordinated by the instructor and tutoring following: center coordinator was put in place, with both rewards for tutoring session • Increase the percentage of students of attendance and consequences for missing a color who advance from tutoring appointment in place for developmental mathematics to college- developmental mathematics. If a student level mathematics from 2% to 20%. makes below 75% on a test, the student is Fall 2005 to spring 2006: 9% (n= 8 of 93) required to go to the Tutoring Center and schedule tutoring in Math 2 prior to the • Increase the percentage of low-income next Math 2 class meeting. The student is students who advance from to bring the tutoring schedule to the Math developmental mathematics to college- 2 instructor, who will collaborate with the level mathematics from 7.8% to 20%. Tutoring Center Coordinator on the Fall 2005 to spring 2006: 7% (n= 7 of student’s progress. 102) • Title III/Modular Format • Increase the percentage of students of In October 2004, DCC received a five- color who complete a college-level year grant form the U.S. Department of mathematics course with a grade of C Education to redesign its developmental or better from 50% to 65%. education program. The funds are through Fall 2005: 42% (n= 5 of 12) the Strengthening Institutions Program, Spring 2006: 77% (n= 10 of 13) authorized under Title III, Part A of the Higher Education Act of 1965, or “Title • Increase the number of mathematics III” for short. supplemental instruction sessions along with tutoring and study groups from The developmental mathematics courses zero to at least one session per week. have been rewritten into one-credit Fall 2005: 3 sessions modules. The course work is the same, but the hope is that students will have greater Fall 2005: 43% of students in Achieving success by focusing only on the modules the Dream learning community (LC) they need. Students will work on only one sections of MTH 2 passed the course with module at a time and will remain in it until an S (n = 6); 57% made an R, U, or W (n they have achieved mastery (85% or = 11) (IR). Sixty percent of students in higher) before moving to the next module. MTH 2 but not in Achieving the Dream A new module cycle begins every three DANVILLE COMMUNITY COLLEGE MATHEMATICS BRIEFING weeks. Basic Arithmetic was initiated in year. The others have continued working fall 2005 and Basic Algebra began in fall on their basic arithmetic skills this 2006. Plans are for Intermediate Algebra academic year. to begin in the modular format in fall 2007. Lessons Learned Considering all of the approaches with The targeted population is anyone which DCC has experimented, we have requiring developmental mathematics. The come to one main conclusion: more advanced students may move along Developmental mathematics seems to be a quickly, while the underprepared may take problem everywhere. Our incoming longer, moving at their own flexible pace. students are weaker each semester, so we Our goal is to create a developmental realize the problem is not going to solve mathematics program that can benefit all itself. With all of our interventions, we students, from those who only need a constantly make modifications to benefit quick refresher to those who require the student. We have used the Kolb intensive work to build the necessary skills Learning Styles Inventory in the Title III for future mathematics courses. program to gain a better understanding of our students. The majority of our students The evaluation technique will be to track fall into the Concrete the performances of students while in the Experience/Reflective Observation Title III program and continue tracking (Divergers) category and most through to the gatekeeper courses. While mathematics instructors fall into the data are still being collected and analyzed opposite quartile, Active from the first year of implementation, we Experimentation/Abstract have seen completion rates rise in the Conceptualization (Convergers). We must modular format as opposed to the find a way to reach our students with new traditional developmental format. Fifty techniques and interventions. percent of the students enrolled in the first year completed basic arithmetic within the DELAWARE COUNTY COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile department, 75 out of 154 sections offered Delaware County Community College this semester are developmental. The (DCCC) is a comprehensive, two-year college is committed to maintaining institution that offers 16 college/university smaller class sizes for developmental transfer programs and 70 career certificate courses, imposing a limit of 25 students in and associate degree programs. All each section of developmental programs at DCCC are competency based. mathematics courses and 19 in The college’s service area includes developmental reading and English Delaware County and Chester County in courses. To help ease the financial burden southeastern Pennsylvania and that students may experience, the greater encompasses urban, suburban, and rural college community has instituted areas. scholarships to be awarded specifically to students enrolled in developmental State of Developmental Education courses. To ensure student success in developmental courses at all campuses of At DCCC, developmental education the college, full-time faculty have been courses are neither physically nor assigned to teach developmental courses at philosophically separated from college- all branch campuses. level curriculum. The college has no separate developmental education division. Faculty members who teach Promising Intervention Strategies developmental courses are members of and Evidence of Effectiveness divisions organized by discipline, and they DCCC’s intervention strategy is to offer teach college-level as well as developmental mathematics courses in developmental courses. Likewise, students individualized and hybrid formats. enrolled in developmental courses are often enrolled in college-level courses in Individualized course require pretests to other disciplines. identify the objectives a student needs to learn. In addition, the student is given a As a competency-based institution, the well-defined plan (using interactive college’s mathematics curriculum is tutorials, videos, and the text) for learning designed as a continuum from Basic and practicing the identified objectives Arithmetic through Calculus III, Linear with help available from the teacher as Algebra, and Differential Equations. The needed. competencies of the developmental mathematics courses, Basic Arithmetic Some advantages of individualized courses (MAT 040 Basic Math) and Introductory include: Algebra (MAT 060 Developmental Math), o Individualized courses allow are selected in order to prepare students students to progress at their own for their appropriate college-level pace. Some complete both Basic mathematic courses. Arithmetic and Introductory Algebra in a semester, while others In fall 2006, over 20.9% (2223) of finish only a portion of the course students are enrolled in one or more and receive a grade of IP (In developmental courses. In the mathematics Progress), with the option of DELAWARE COUNTY COMMUNITY COLLEGE MATHEMATICS BRIEFING continuing from where they left off individualized courses were at least as during the next semester. high as in traditional classroom sections. Achieving the Dream will give us the o Individualized courses provide a opportunity to look at current data and safety net for students in traditional possibly disaggregate differently. classroom sections. Anyone who is failing or falling behind may make The hybrid Introductory Algebra course is an educational change into an in its 3rd semester and is still in the process individualized section. An of evaluation. All sections of Introductory educational change from a Algebra and individualized sections of classroom into an individualized Basic Arithmetic take a departmental final. section also benefits a stronger student who is held back by the classroom pace. Lessons Learned Offering a course in different formats o Offering individualized help to makes it more difficult to maintain students enables the instructor to consistency, especially when multiple become a coach and mentor rather campuses are involved. Departmental than just a conveyor of information. finals and student resource guides (used by He/she is able to spend more time all sections on all campuses for the past on the affective domain, offering four years) have helped. In addition, we the encouragement and support so have found that faculty need training essential to remedial students. before teaching individualized and hybrid courses. Hybrid courses are those that combine classroom instruction and distance learning offered in Introductory Algebra but not in Basic Arithmetic. They replace an Introductory Algebra course that was entirely distance learning The targeted population is all developmental students, but traditionally most of the weakest including those with disabilities choose individualized sections. The desired outcome is successful completion of developmental courses and progress into credit-bearing courses. The individualized developmental program was initiated in the mid-1970s and has taken nearly 30 years to evolve to its present format. In the first decade, data establish that success rates in DURHAM TECHNICAL COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile Promising Intervention Strategies Durham Technical Community College, in and Evidence of Effectiveness central North Carolina, offers 75 credit The intention of our Achieving the Dream credentials to 5,300 students in the fall initiatives has been to put the “arms of the term. The college employs 140 full-time institution” around new developmental faculty members. Our students are 65% and college-level students and shepherd female, 44% are over 30 years of age, 71% them along a clear pathway. A review of attend part-time, and 47% work full-time. current literature has taught us that it is There is no racial majority within the within the first 15 credit hours of student body at the college (45% African enrollment that colleges most often lose American, 43% White, 6% Asian, and 4% students. In a focused effort to retain them, Hispanic). we recognize that our efforts must be intentional and deliberate. We must also analyze our data and make adjustments to State of Developmental Education curricula, instruction, and institutional Durham Tech’s Developmental Studies processes when the data tell us we are not Program was named the 2006 Outstanding meeting our students’ needs. In an effort to Developmental Education Program by the improve developmental students’ National Association for Developmental persistence and performance, the college Education. The program is centralized has implemented a new first-year with a Dean, two Coordinators, 17 full- experience initiative that focuses on new time faculty members, and 23 adjunct student orientation, academic and personal faculty members. Fewer than 45% of our advising, an early alert process including developmental courses are taught by part- tutoring and mentoring, and an academic time instructors. skills course. Based on results of the ASSET or Accelerated Math Learning Options. COMPASS placement tests, students may Developmental students who are able to need to take up to three levels of progress through their math courses at a developmental English (ENG 070, 080, faster pace have the opportunity to take then 090), three levels of developmental advantage of the following instructional reading (RED 070, 080, then 090), and options that will accelerate their pace of three levels of developmental mathematics learning: mini-session classes (eight weeks (MAT 050, 060, then 070). Fifty-four instead of sixteen); self-paced, percent of new, first-time accepted independent study courses; and hybrid students begin with developmental courses (part online, part on campus). courses. We have an overall pass rate of Students are also given diagnostic tests 76% in developmental courses, and an during the first week of classes and may 85% retention rate for students who move up a level if they earn an 80 percent complete their developmental work. Most or higher on the tests. A new option we notably, our developmental students have recommended is for students who perform better in their first college-level retest on the placement test during the courses than students who did not need to course of a developmental class and place take developmental prerequisites. out of the class; they may request a CE grade (Credit by Exam) and move up in DURHAM TECHNICAL COMMUNITY COLLEGE MATHEMATICS BRIEFING their sequence. Students also have the Achieving the Dream grant has been option of enrolling in a combination instrumental in enabling us to make this course (MAT 090 combines MAT 070 and shift. MAT 080) to move more quickly through their studies. The developmental studies math faculty Connecting Content to Career Paths. have developed and begun implementation For many years, the program has offered a of a pre-test and a post-test for all levels of RED 090-MED course with a focus on developmental math. These two preparing students who intend to pursue a departmental exams will essentially mirror career in the health field. This past year, each other, having exactly the same we have added a new Introductory content, the same level of difficulty, and Algebra course (MAT 070 – MED) to covering the same course objectives. For prepare these students better for many years we have given a diagnostic mathematics involved in our health tech exam and a final exam in our courses, but programs. The success of this new recently there has been somewhat of a approach will be monitored in the coming shift in philosophy that is counter-opposed semesters. to a way of thinking over the last few Providing Support for Adult Students. years where the diagnostic exam was Developmental students are supported viewed as a basic test, just probing the both academically and personally. surface in terms of difficulty level. The Developmental studies faculty members final exam, on the other hand, was viewed provide assistance to students who are as a proficiency exam, having a number of struggling and may also refer students for challenging, thought-provoking, multi-step additional free tutoring services provided problems. It was not unusual for a student by professional tutors in the college’s to fail miserably on our final exam and Campus Learning Center. Developmental have to repeat his/her math course, but the studies faculty members also understand next semester score 40% to 50% more on their obligation to step in when life issues the diagnostic exam. In essence the have a negative impact on students’ ability diagnostic and final exams were dissimilar to attend or participate in class. Faculty assessment instruments, neither a members now can do more than empathize reflection of the other. One could not and listen to students’ problems—they can compare the results of the two exams for a refer at-risk students through the early particular student and have a sense of what alert initiative to either a counselor and learning took place. mentor, who is able to provide a variety of services (textbooks, bus passes, childcare Currently our department is in the first assistance, financial assistance, peer semester of testing our new exams. From mentoring, and more), or to a professional our basic math courses to our beginning tutor, who contacts the student for algebra course, nearly every student has individual tutoring services scheduled on a been administered the pre-test. We are regular basis. Helping students understand excited about analyzing the results at the that college faculty and staff are partners end of this semester (Fall 2006) after in their educational journey and are students have been administered the post- willing and able to assist them in times of test to see if in fact improvement has taken crisis is an important culture shift. The place, not just in the scores, but on specific DURHAM TECHNICAL COMMUNITY COLLEGE MATHEMATICS BRIEFING concepts and in each content area as well. As in the past, the post-test (final exam) will be weighted at 40% of students’ overall averages, but in the near future we will explore whether student improvement from post-test to pre-test should be factored into how the final grade is computed. The hope is that this intervention strategy will have a positive effect on student pass rates. Lessons Learned The one lesson we can impart at this point is that all full-time faculty must be immersed and involved in the process of change. We began discussions about proposed changes about a year ago and had a number of department meetings and debates about how our new endeavors would be put into effect. Today we are on the same page, ready to consider and implement other promising strategies for the betterment of our students. EL PASO COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile Promising Intervention Strategies El Paso Community College District and Evidence of Effectiveness consists of five campuses with a fall 2006 In spring 2006, El Paso Community enrollment of 25,094 credit students and College and the University of Texas at El over 8,000 non-credit students. Our Paso, worked with two large urban student demographics are 85% Hispanic, districts and three smaller rural districts to 8% White (Non-Hispanic), 2% African administer the Accuplacer placement test American, and 5% other; 60% female and to high school seniors. For those who 40% male; and 61% part-time and 39% needed remediation, we provided summer full-time. bridge intervention programs in mathematics and then re-administered the State of Developmental Education placement exam. Data are being collected Our developmental mathematics program on that effort. is integrated with the mathematics discipline program. That is, DE Our target population was high school mathematics is in the mathematics seniors from two large urban districts and department, and the faculty all meet three smaller rural districts. together. Data are being collected on this effort. We We are currently restructuring our do know that many students placed into a remedial mathematics courses. There are higher course after the five-week summer four remedial courses, but our restructure bridge intervention. Exact numbers and will eventually give us only three remedial the impact of the student success in courses. This decision by a committee college-level courses because of the representing all five campuses was based intervention will be determined after on placement data of remedial courses and students enroll in college-level a review of course content for all courses. mathematics in the coming semesters. The course outlines and syllabi were The college’s evaluation techniques revised and the course content mapped to include administering the Accuplacer levels of cognitive demand. That is, we placement exam. Data are still being matched mathematics content to levels in collected, and we will need another which we engaged student thinking. The semester to determine long-term impact. levels of cognitive demand are Generalize, Make Connections, Understand Concepts, The Accuplacer was given Spring 2006; Perform Procedures, and Memorize. the five-week summer bridge intervention program occurred this summer. These Because most of the entering freshman students are freshman students in their first (over 97%) taking mathematics placement semester at EPCC and UTEP. The only exams place into at least one data we have right now are the first developmental mathematics course, our placement score and the second placement efforts to make their course experience score after the intervention. Semester meaningful, expedient, and successful is of grades will not be available until high priority. We are also exploring other December 2006. possible ways to offer courses. EL PASO COMMUNITY COLLEGE MATHEMATICS BRIEFING Lessons Learned juniors and seniors. The juniors who have It is too early to look at all our lessons deficiencies will have one year to address learned. One lesson learned is that some these deficiencies and will have a longer students may need longer intervention time for intervention. The seniors will periods. Because of this, we will be have a longer time to address any administering the placement test earlier deficiencies. during the academic year to high school GALVESTON COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile no cost, help students in both their This fall, 2,165 students are taking developmental, and then later their college University Parallel and mathematics classes. Vocational/Technical credit courses at Galveston College, a two-year community The program’s extra attention to individual college in Galveston, Texas. Galveston students provides a transition environment College employees include 55 full-time between high school and college. The and 59 adjunct faculty, many collaborating college initially instigates student / faculty with the University of Texas Medical interaction, and then gradually hands off Branch for health science offerings. responsibility and independence to Additionally, 1,000 students take students as they learn how to meet college- Adult/Community Education classes level academic and behavioral annually. expectations. State of Developmental Education Promising Intervention Strategies Developmental education operates as a and Evidence of Effectiveness centrally managed and funded department The college uses students’ current with a full-time chair of developmental recognized testing scores, including the studies, reporting to the dean of on-site Compass placement exams, to academics. The developmental place students in courses compatible with mathematics department draws faculty their skill levels. Evidence is percent of from the academic departments, and works students misplaced in a course. closely with admissions, testing, counseling, and tutoring staffs. Students receive individual career and degree plan, class schedule, and test score Developmental education starts with counseling. Evidence is a student survey coursework in Reading, Writing, of the registration process and available Mathematics, and Study Skills, and then resources. reinforces student success with outside- the-classroom services including tutoring, At the start of a semester, students take mentoring, personal counseling, Compass diagnostic testing to identify supplemental and computer-assisted focus areas for their personal mathematics- instruction, diagnostic assessments, and learning plan. Also, the students, faculty, placement testing. mathematics department coordinator, and Developmental Studies chair use Identical assessments place students in MyMathLab’s tools for real-time feedback either developmental or credit courses. and progress tracking to help individualize The Developmental Studies department instruction for each student working the works with academic departments to standard required curriculum. Evidence is develop learning outcomes, syllabus, each student’s success rate. lesson plans, and textbooks for developmental courses. Full-time The Developmental Studies chair instructors teach both developmental- and organizes monthly progress meetings and college-level courses. The same tutors training for faculty. Evidence includes provided at the Student Success Center, at student success rates and faculty/chair GALVESTON COMMUNITY COLLEGE MATHEMATICS BRIEFING evaluations. Development Studies before they withdraw or drop have organizes student success seminars. higher completion rates. Evidence is event survey. Evaluation techniques that are used to An instructor’s early alert process notifies determine results include: students, Developmental Studies, and the Counseling Center when students fail to Currently credit or non-credit grades; meet developmental education behavior proposing letter grades for next fall expectations. Evidence is student success Minimum 80% score on departmental rates. homework, quizzes, and exams in MyMathLab The targeted population is new or Minimum 70% score on departmental returning students who did not score above comprehensive final exam in college level, frequently students away MyMathLab from school for more than five years or Exams available only through minimally passed high school mathematics MyMathLab at the college’s testing center The student outcome(s) that the college Final exam questions tied to learning expects to impact with this intervention outcomes identified at start of semester strategy include: Surveys of students and faculty participating in program events • Students receive appropriate Student success and retention rates instruction in the progression of based on the college’s grade and developmental classes and, at its enrollment statistics completion, can succeed in courses using college level mathematics. The placement strategy began in 2004 and • Students are able to own and navigate has two years of data collected. Student smoothly through their college satisfaction surveyed in spring 2005, with experience. the next survey planned for spring 2007. • Students pass their courses with Other strategies began in fall 2006 and objective performance scores from will have data collected throughout this MyMathLab, without grading and semester. evaluation inconsistencies between course sections. Instructors spend less Lessons Learned time on paperwork and grading, and • Student mathematics and college more time with students. experience training must begin early. • Students having coordinated and • Student surveys must be done often. supportive faculty and staff have • Many students have technology higher completion rates. anxieties to overcome with • Students participating in special MyMathLab. programs are motivated to succeed in • Meetings specifically for mathematics class and in life. faculty to focus on developmental • Students receiving coaching from mathematics issues are needed instructors, Developmental Education separately from the joint Coordinator, and Counseling office developmental education meetings. GALVESTON COMMUNITY COLLEGE MATHEMATICS BRIEFING • Student seminars with guest speakers are an excellent source of motivation and should be held annually. GUILFORD TECHNICAL COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile The target student population is those Guilford Technical Community College, students who have been unsuccessful located in Jamestown, North Carolina taking MAT 070 as well as students who serves 9,816 curriculum students. Of were weak in MAT 060. For selected these, 2,612 (26.6%) are enrolled in students, this slower paced MAT 070 developmental courses (fall 2006 data). should improve chances for success. Current data show that 55% of new students enrolled in fall 2006 are taking at We had an 86% success rate compared least one developmental course. with 55% success in “traditional” courses. We are in the process of following State of Developmental Education completers into subsequent mathematics course. Developmental education is a decentralized division with reading, Although this split course is not for English, mathematics, and Skills everyone, a targeted group of students Lab/Tutoring as separate departments. Developmental courses are taught at three with mathematics anxiety and deficiencies of the four campuses, and placement in will benefit from dividing this course into two parts. developmental courses is mandatory [based on testing]. Lessons Learned A DACUM was done to align Students with special needs thrive in this developmental course outcomes with less-threatening environment. They are curriculum expectancies. Faculty in more apt to ask and answer questions. reading, English, and mathematics have ongoing discussions with curriculum The slower pace has a double-edged faculty in order to strengthen alignment. sword. It allows time for repetition, which is what this type of student needs, but that Promising Intervention Strategies time for repetition will not be available in and Evidence of Effectiveness their next mathematics course. In 2005-2006, a section of MAT 070 was Students being in class with others who split so that competencies were divided are so much like them creates a special over two semesters. The split section is bond. They form study groups that meet being taught again. In addition, we have throughout the week, call each other at sent a proposal to the NCCCS office to night if they get stuck on homework, and request that two separate courses (the are very supportive of each other. split) be added to our Common Course Library. Success builds confidence and confidence builds success. These students were so We analyzed success and retention rates as proud of themselves for being able to do compared with “traditional” mathematics algebra that they developed an “I can do courses and added ACA 118 to split this” attitude. course for 2006-2007 year. HIGHLINE COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile The outcomes for the remedial and At the time this briefing was written college-level mathematics courses are Highline Community College (HCC) had almost exclusively content-oriented, not yet begun the 2006-2007 academic thereby ensuring coherence. year. All data will be from the 2004-2005 academic year, unless otherwise noted. Examination is the dominant tool for assessing student learning, though few HCC in Des Moines, Washington. serves faculty disaggregate their scores to approximately 15,000 students a year identify achievement on specific (62% female, 38% male) including outcomes. credit/non-credit, international, Running Start, or Puget Sound Early College The department recognizes that the students. The population is 13% Hispanic, developmental program’s major problem 20% Asian/Pacific Islander, 15% African is the relatively low pass rates. Last year, American, 53% White, 1% Native they established a subcommittee whose American or Alaskan Islander, and 9% top priority was to re-evaluate the other. developmental program. The goal of these discussions was to look at state and State of Developmental Education national standards for guidance on suitable outcomes, with primary emphasis on the At Highline Community College (HCC), balance between content and process developmental mathematics is outcomes. decentralized. The college has separate departments for ABE/GED mathematics and reading, and the writing department Promising Intervention Strategies oversees their own developmental and Evidence of Effectiveness education offerings. Developmental The college reviewed the AMATYC courses make up a majority of the Crossroads and Beyond Crossroads department’s course offerings (60% of documents, MAA’s CUPM subcommittee courses offered in fall 2006-2007 are recommendation, and Washington State developmental). The developmental College Readiness Standards (this was program is a four-quarter sequence. It generated by individuals from K-12, begins with an arithmetic course followed higher education, and business sectors). by three algebra courses that are below The subcommittee determined that college level. There is an alternative increased attention needs to be given to pathway for students in non-technical developing study skills, addressing student fields that reduces the number of pre- mathematics anxiety, time management college algebra courses to two. skills, communicating mathematics, and critical thinking. The subcommittee’s goal Developmental education is a high priority for this year is for each committee member for the college, especially since ABE/GED to implement and examine the & ESL students are the fastest-growing effectiveness of strategies to improve segment of the student population and study skills and communication without significantly impacts the college’s changing course content. Obstacles to funding. implementation and broader adoption of recommendations are the mathematics HIGHLINE COMMUNITY COLLEGE MATHEMATICS BRIEFING faculty’s resistance to sharing performance support for students by placing tutoring data, strong desire for autonomy, limited and support materials in a single location, interest in faculty specialization, and increasing the involvement of mathematics overemphasis on content coverage within faculty in tutoring and mentoring students. the courses. The department is discussing the idea that a “core” group of full-time Below is an overview of the Math faculty will take on the initial Resource Center: implementation and provide the needed Services to students support later for other instructors who want to get involved. These discussions • Tutoring by mathematics faculty and will be continuing in the 2006-2007 school student tutors year. • Scheduled, weekly workshops run by staff/faculty Another intervention strategy that the department developed (this took one year) • Learning assistance which includes and implemented (spring 2006) was a reducing mathematics anxiety, how to Math Resource Center (MRC). Research take notes, read text, take tests, etc. has consistently indicated that having • Skill building which includes fractions, students make connections with other solving linear equations, factoring, students and with faculty on a personal graphing, solving quadratics, using level is one of the biggest factors in calculators, etc. student success and retention. The center provides a location where this type of • Student advising sessions connection happens. • COMPASS support (math placement support) The target population for the MRC is students in developmental and entry-level • Student-directed supplemental college mathematics courses, and one of instruction using instructor- or the goals of the MRC is to increase the publisher-developed materials success/retention of students in our Resources available to students remedial and entry-level college courses (college algebra, pre-calculus, • Spare copies, available for checkout, of mathematics for liberal arts). all textbooks required for mathematics courses. The MRC offers comprehensive support to • Supplemental materials for reviewing students in developmental and entry-level topics college mathematics courses, since these students are the vast majority of the Publisher-produced videos, CD- mathematics department’s clientele. The ROMs, DVDs students in developmental (and entry- Faculty-designed handouts and level) mathematics typically need support lessons (e.g. calculator guides) related to both the process of learning mathematics as well as assistance with the Guides to additional online content itself. The center has enabled the resources (e.g. JAVA applets, mathematics department to offer better Academic System modules, web sites) HIGHLINE COMMUNITY COLLEGE MATHEMATICS BRIEFING Additional textbooks that can be used as resources • Three TV/VCR/DVD combination units that can be used to view lectures and tutorials • Eight computers preloaded with software used by mathematics faculty (e.g. Excel, Mathematica) • Group study space • Whiteboards for student use Lessons Learned Spring 2006 was the first quarter the MRC was fully operational, and it serviced 384 (unique) students from developmental courses and 300 (unique) students from entry-level courses. Some of the challenges that the MRC faces is how to increase the visibility across campus, how to draw in students who have not previously used the MRC, and how to get more developmental students to use the MRC? This academic year, the department will be looking at strategies to address these challenges. HOUSATONIC COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile students do not succeed initially, their Housatonic Community College, located chances of dropping out increase in Bridgeport, Connecticut, was founded substantially. Because the inability to in 1967 and moved to its present site in master mathematics is a barrier to student 1997. The college offers over 40 associate retention and to the completion of degrees and 24 certificates. Its 4,431 academic programs, developmental students are 59% minority and reflect the mathematics was chosen as a priority upon diversity of its service region. which HCC would focus. State of Developmental Education In an effort to increase success in mathematics courses, a decision was made At Housatonic Community College, Developmental Studies is one of five to reconstruct MAT*075 (Pre-algebra) into an open-entry/open-exit format. separate departments. The Developmental Studies Department is responsible for Essentially this means that a student may instruction in developmental reading, enroll at different points in the semester writing, survival skills, mathematics, and and that the student may take as much or ESL. The department currently consists of as little time as necessary to complete the course. Assuming a 15-week semester, the 17 full-time instructors and approximately 70 adjuncts who work closely with both semester will be divided into three five- week periods with students being allowed the Humanities Department and the Math/Science Department to ensure that to begin at weeks 1, 6, or 11. The course the developmental courses flow smoothly itself will be divided into three modules in into the gatekeeper courses of ENG101 which the student must show competency and Intermediate Algebra. Course prior to continuing to the next module. outcomes are reviewed by both With an instructor and a tutor present at all departments and assessment techniques are shared. Faculty will, on occasion, teach times, the student will utilize Plato a course within another department so that software to progress through the course. This format benefits the student who just everyone remains aware of course content and expectations. Since 80% of incoming needs a quick review as well as the student students begin in at least one who needs more time. If a student needs a quick review, he may complete the course developmental course, it is critical to overall student success that these students in less than one semester and begin progress to credit-bearing courses. Elementary Algebra immediately. (Elementary Algebra will be the next course to be reconstructed in this same Promising Intervention Strategies format.) On the other hand, the student and Evidence of Effectiveness who requires more time will have it, and As part of the Achieving the Dream he will experience success along the way. initiative, the Data Team collected data If he does not finish the course in one from a variety of places and noted that 70- semester, he would begin the next 80% of entering students placed into semester wherever he left off. The student developmental mathematics. In addition, would be continuously making progress they noted that success rates in pre-algebra toward finishing the course with three were steadily decreasing with a range from semesters being allowed for completion. 49.48% to 37.37%. They concluded that if HOUSATONIC COMMUNITY COLLEGE MATHEMATICS BRIEFING All students will be required to pass a cumulative test for each module with a score of 80%, and they will be required to pass the departmental final exam before receiving a final grade. Lessons Learned This course will begin in spring 2007 with three sections and will expand to more sections in following semesters. Also, in succeeding semesters, not only Pre-algebra but also Elementary Algebra and eventually Intermediate Algebra will be offered in this format. Because we are in the development stage of this program, there are no statistics available, but our hope is to increase the success of students in the Pre-algebra class and to increase retention in these same classes. This, in turn, should increase success and retention in succeeding mathematics courses. Problems such as financial aid and how to count the students in our FTE have yet to be resolved, but we are confident that these issues can be solved. HOUSTON COMMUNITY COLLEGE DISTRICT NORTHWEST COLLEGE MATHEMATICS BRIEFING Houston Community College Northwest comparing our developmental is one of six major branches of the mathematics curriculum with the Houston Community College System. University of Houston – Downtown, North HCC-NW includes the Westgate, Town Harris Montgomery Community College, and County, Katy Mills Career Center, Prairie View A. & M. University; San Cinco Ranch site, and HCC at the Greater Jacinto Community College, and Texas Southwest Equestrian Center. The college Southern University. Curriculum primarily serves the Katy and Spring comparisons were made in Fundamentals Branch communities, but also includes of Mathematics I, Fundamentals of some of the Houston Independent School Mathematics II and Intermediate Algebra. district areas. For spring 2006, HCC-NW Our courses have also been found to meet had 9,383 students, 963 high school requirements set forth by the American students enrolled for dual credit courses, Mathematical Association of Two Year and 913 students enrolled in distance Colleges. We have also carefully education. monitored our curriculum to insure that it meets the requirements set forth by the State of Developmental Education State Coordinating Board, which dictates Developmental education assists our the course and transfer requirements. students toward mastering basic skills needed to perform adequately in higher Developmental education in mathematics level academic courses. is very critical to the overall student success effort. Students who do not show All of our developmental components are college readiness in mathematics are decentralized with the exception of compelled to take our courses. Our courses mathematics. Our developmental are designed to provide students with the educational program in mathematics is basic mathematics skills enabling them to integrated into the regular math program. proceed to the upper level mathematics We do have a systemwide committee that course. They are also designed to focuses on specific needs of our strengthen many of the skills that an developmental math students. individual must demonstrate or master in order to pass the state mandated test. The HCCS Developmental Mathematics Developmental math courses are intended Discipline Committee appointed a for those students who are reasonably committee to investigate how our adept at performing the simple curriculum matches up against a number mathematical operations needed in every of other institutions. The charge of the day affairs, but become confused when committee was to see how our curriculum confronted with the same operations in the aligns or articulates with surrounding area context of a mathematics class. secondary schools, community colleges and universities. As a result of the Promising Intervention Strategies investigation, we found that our and Evidence of Effectiveness professional guidelines and standards meet The Northwest College mathematics with surrounding institutions. We continue department was chosen to implement and HOUSTON COMMUNITY COLLEGE DISTRICT NORTHWEST COLLEGE MATHEMATICS BRIEFING evaluate innovative strategies specifically The targeted population is any student designed to help students of low income who has attempted a developmental math and students of color “achieve the dream” course in Fundamental Math II. in terms of community college success in developmental mathematics. In particular, Our hope is to impact significantly the we have initiated a program to intensify success rate in our College Algebra our persistence and completion rates for gatekeeper course. We anticipate through HCCS students by ethnicity and low income our intervention strategy that students can in developmental mathematics. We finish their developmental course in a currently offer our students who were not timely fashion, move into and successfully successful in a developmental math course complete College Algebra. (Math 0101) the opportunity to take a one- hour course. The one-hour course is All participants will be required to pass the designed to allow students to work on final examination in Math 0308 at the end topics with which they had trouble. The of the fourth week. Students who pass will course lasts for four weeks. Upon receive a passing grade in the Math 0101 completion, students are allowed to enroll course and will be allowed to move on to into a fast track math course at the next an accelerated Math 0312 curriculum for level for 12 weeks. Our pilot course was the next ten weeks. Those who Fundamentals of Math II, a course in successfully pass the Math 0312 which a significant number of students curriculum will be awarded a passing find difficult. Progress to this point is as grade. This project would allow students follows. to maintain progress toward timely completion of the developmental math Northwest College sequence. Student success rates in the • Nine students took the Fundamentals Math 0101 sections will be compared to of Math II during the spring semester. the rest of the college’s “second-start” • All nine passed the course. Math 0312 sections • Seven of the nine enrolled into Intermediate Algebra second start The intervention strategy was during the spring semester. implemented in the fall of 2005. Data have • All seven passed the course. been collected over three semesters. • One of the seven has enrolled and completed College Algebra this past The college has learned that we must make summer. counselors aware of the Developmental Northeast College Mathematics courses that we plan to offer • Five students took the Boot Camp during the spring semester of 2007. We Math 0101 for Intermediate Algebra plan to structure Developmental during the summer semester. Mathematics to help close the gaps in our three major courses: Fund Math I, Fund • Four passed the course. Math II and Intermediate Algebra • One of the five has indicated plans to throughout HCCS. Counselors can be of enroll into College Algebra this fall. HOUSTON COMMUNITY COLLEGE DISTRICT NORTHWEST COLLEGE MATHEMATICS BRIEFING great benefit during the recruitment instructors, tutors and innovative lessons process. to meet the needs of students who are not able to attend class at one specified time. In addition, we must incorporate the Learning Resource Centers, MyMathLab, LEE COLLEGE MATHEMATICS BRIEFING Institution Profile The college’s developmental education enrollment in fall 2006 was 161 students Lee College, located in Baytown, Texas, in writing, 915 in mathematics, and 915 in prepares students for success in higher reading. education or employment. Lee College also provides a broad-based program of Promising Intervention Strategies extension courses, distance education, and Evidence of Effectiveness adult education, continuing education and The Developmental Education Task Force community service, and serves the is meeting to plan intervention strategies Huntsville Prison System. The fall 2006 and better methods of evaluating enrollment at the Baytown Campus is strategies. 4,812 and the Huntsville total is 532, for a total college enrollment of 5,344. The Lee College Developmental Math sequence includes four courses: Basic The population of Lee College is equally Mathematics, Pre Algebra, Introductory represented by male and female students. Algebra, and Intermediate Algebra. While 52% of Lee’s students are white, Students may elect to take any of the 25% are Hispanic. One thousand, nine courses in a traditional lecture hundred and eight seven of the students environment, as a self-paced lab course are classified as academically staffed by a faculty member, or as an disadvantaged, 1,103 are classified as online course. The self-paced lab classes economically disadvantaged, and 52 are utilize the MyMathLab software that listed as disabled accompanies the textbook. A departmental final exam is given in each course and the State of Developmental Education grade is factored into the student’s course The developmental education program at average. The student is not required to Lee College is in transition. A pass the final to exit the course. Developmental Education Task Force, chaired by a coordinator of developmental Lee College has a very active and well- education, is meeting biweekly to create a attended Math Lab. Tutors are available to more organized developmental program. help students enrolled in both credit and The program is presently decentralized, developmental mathematics courses. with developmental mathematics courses offered through the Division of Math, The Pre Algebra course was recently Science, and Engineering, and reading, added to the mathematics sequence writing, and study skills courses offered because many students entering through the Communications Division. Introductory Algebra, either by completion Counselors and advisors serve all students. of the Basic Mathematics or by the placement exam, were not passing the Many of the students who enter Lee course. College place into developmental education courses via placement exams, Lessons Learned but students are not required to enroll in Because the course was just recently developmental education courses. added, no data concerning the success of this strategy have been analyzed. MONTGOMERY COUNTY COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile being a mentoring program. Our target Montgomery County Community College audience is those students who received a was founded in 1964. Since then the C in the developmental course and are college has grown with the needs of the now in a “gatekeeper” course. These community. The college has two students meet with a faculty member three campuses—both being commuter or four times during the semester. The campuses. The main campus is located in meeting consists of keeping close track of Blue Bell, Pennsylvania and its West the students’ progress (grades, attendance, Campus is located in Pottstown. The etc). We have just initiated this; therefore, college’s mission is to offer high-quality, no data is available. affordable, and accessible educational opportunities for community residents. Our second intervention involved curriculum changes in our developmental Our student population is as diverse as the MAT 011 (elementary algebra) course. community we serve, with nearly 20% of This is an applications-oriented course our student body composed of ethnic and giving concrete meaning to the abstract racial minorities. Nearly 6% are female mathematics topics in the course. We and the average age is 27. strive for consistency throughout two campuses, as well as among full-time and The fall 2004 figures were 10,186 credited adjunct faculty. We have found because of students. In fall 2006, MAT 010 had 540, this change that there was a significant MAT 011 had 900, and MAT 100 B had increase in grades due to this change. Our 70 credit students. The college is a data only reflected those courses taught by reflection of and a response to the needs full-time faculty. and aspirations of those who live, work, and conduct business in Montgomery The first strategy was the development of County and beyond. MAT 100B and future MAT 011B. It was designed to captivate students with a State of Developmental Education homogenous mathematics background. MAT 100 B was developed for students We have an integrated developmental who have placement test scores in the education system. We work closely with upper MAT 011 or lower MAT 100 range. support services, learning assistance lab, The ideal student is one who would and advising as well as the DSL normally place into MAT 011 but has had (Developmental Studies Lab). Our a good amount of algebra in their homework, group work, and background and may not need the comprehensive finals lead to an exact complete MAT 011 course, but rather a alignment of our outcomes and review of the basic 011 concepts. Students assessments. Our developmental education is the centerpiece to the overall success of pay for four credits (three for the MAT 100 course and one for the review of MAT our students. 011) and get three credits on their transcript for completing the MAT 100 Promising Intervention Strategies part of the course. Advanced MAT 100 and Evidence of Effectiveness topics are enhanced with MAT 011 review Our mathematics discipline has put into topics. play three intervention strategies. The first MONTGOMERY COUNTY COMMUNITY COLLEGE MATHEMATICS BRIEFING Cumulative finals are given in all developmental courses and the final assessment. Lessons Learned Our conclusion states that no single intervention strategy works for all students. An array of intervention strategies is necessary to encourage student success. MOUNTAIN EMPIRE COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile “R” for re-enroll. Students who quit trying Mountain Empire Community College is to do the work or who stop attending class located in rural, southwest Virginia and receive a grade of “U” for unsatisfactory. serves a population of approximately Developmental courses make it possible 100,000. Coal mining and small farms for students to build skills in a supportive have historically been the basis of the atmosphere. After completion of the economy. Call centers and technology course(s), students are able to enter firms are now creating a more diverse college-level classes, confident of their economy. MECC enrolls approximately ability to be successful. 2,900 students each fall semester. Developmental courses are critical to State of Developmental Education overall student success. The courses are designed to serve: (a) students who wish to Mountain Empire Community College review high school materials and refine offers developmental courses to enable their skills before taking college-level students to make a successful transition courses; (b) students who have been out of into college curricula. These courses offer high school for several years; (c) students a complete, practical review of high school who do not have a high school diploma; reading, grammar, composition, (d) students who lack prerequisite courses mathematics, and chemistry, specifically for their programs of study; (e) students preparing students for college-level work. whose entrance assessment scores and/or Many of the courses use a lecture-lab high school transcripts indicate a need. format. Computer-assisted instruction is Students in curricular programs must take used whenever appropriate. The the assessment tests in reading, writing, developmental program is integrated in and mathematics. Placement into a each discipline, with courses taught by developmental course is mandatory based faculty in the Division of Arts and upon the assessment test scores. Sciences. In mathematics, all full-time faculty members will usually teach at least The Virginia Community College System one developmental course each semester. has developed guidelines and recommended best practices for The purpose of each developmental course developmental courses. There are common is to build skills in order to ensure success system-wide guidelines for interpreting the in college-level courses. Developmental results of the standardized placement tests courses count for institutional credit only; (COMPASS and ASSET), and system- they may not be used to satisfy degree, wide measurable course objectives and diploma, or certificate requirements. They exit criteria for developmental reading, are used, however, when computing total writing, and mathematics. MECC does course load or eligibility for financial aid. require a departmental exit exam for each Students who complete all course developmental mathematics course. requirements and show competence to enter the next course in the sequence receive a grade of “S” for satisfactory. Promising Intervention Strategies Students who need additional time to and Evidence of Effectiveness finish the course requirements may The following intervention strategies are receive, under certain circumstances, an being implemented or are being developed MOUNTAIN EMPIRE COMMUNITY COLLEGE MATHEMATICS BRIEFING in developmental mathematics at MECC: test but do not wish to take a “Fast Track” “Fast Track” courses in Arithmetic and course will be assigned review modules Algebra I have been developed for that can be done independently. After students who have a minimum number of completing these modules, the students deficiencies on the mathematics sections will be allowed to retake the Compass test. of the Compass test. These one-credit The ARC materials will also be available workshop courses are offered before the for use by all MECC students. beginning of a new semester to allow students to brush up on skills and then take Several MECC mathematics faculty the departmental exit exam prior to the members have been granted release time beginning of the semester. A successful this year to develop intervention strategies score on the exit exam will allow the for Algebra I, which has been identified as student to progress to the next level. Two a gatekeeper class. The strategies include “Fast Track” courses were offered for the the use of Peer-Led Team Learning and first time during the 2006 summer session Active Learning Activities with very promising results. (manipulatives). Plans are to provide release time to develop similar An Academic Resource Center (ARC) for intervention strategies for Algebra II. Mathematics, Reading, and English is being developed. The ARC will have Lessons Learned computer-aided instruction available for The key lesson learned so far is that we students to work independently on can improve on what we are doing in improving their skills. These skills would developmental education. However, be identified through use of the faculty must have ample release time and diagnostics element on the Compass test. support for constructive changes to occur. Students who have a minimum number of deficiencies on the mathematic placement NORTH CENTRAL STATE COLLEGE MATHEMATICS BRIEFING Institution Profile developmental work enroll in additional North Central State College is located in courses. Of those students who are Mansfield, a small industrial city in north unsuccessful in developmental work, 47% central Ohio. Fall headcount is typically immediately leave the institution and do 3,200-3,500. Most of North Central State’s not reenroll. This has a significant impact students are first-generation college on the college’s persistence and retention students. Many are women from lower rates. socio-economic and undereducated backgrounds. Over half receive financial In addition to these objective measures, aid. Part-time students outnumber full- 536 North Central State students were time students by about 2 to 1, and most asked in the spring 2006 Community students work at least 20 hours per week. College Survey of Student Engagement how their college experience has State of Developmental Education contributed to their skills in solving numerical problems. Employing a standard Developmental education is integrated test of statistical significance, the mean within the appropriate academic Likert scale response for North Central department (e.g., developmental writing State students was significantly lower than with English and developmental peer colleges nationally. However, 64% of mathematics within mathematics). Many respondents also reported no intention of of the same faculty members teach taking a developmental mathematics developmental sections as well as college- course. Therefore, developmental level sections within each discipline. education is a critical element of our Course outcomes and assessments are overall student success effort. identified and aligned between developmental courses and college-level courses. Promising Intervention Strategies and Evidence of Effectiveness Improving student success in One promising developmental developmental education is a major focus mathematics intervention strategy related of our institutional roadmap for FY07 and to advising is a mandatory placement beyond. Data analysis in 05-06 revealed policy for all programs requiring a three student subpopulations with mathematics pre-requisite. An analysis of significant performance gaps in the area of 1,512 Achieving the Dream cohort developmental education. Developmental students taking the COMPASS test course success rates (C- or better) for revealed that 95% tested into males, African Americans, and students developmental mathematics (three levels). age 23-29 were 60%, 57% and 62%, Of those attempting a mathematics course, respectively, compared to an overall 68% 33% self-placed into the college level, and cohort average. 23% into a higher-than-assessed developmental level. The success rates for Each year, approximately two-thirds of these students in the first mathematics incoming students require one or more attempt were 69% and 68%, respectively. developmental courses. Ninety-two This compares to a success rate of 80% for percent of our Achieving the Dream cohort students who attempted their first course at students who successfully complete the assessed developmental level. Of the NORTH CENTRAL STATE COLLEGE MATHEMATICS BRIEFING 160 students testing into the lowest • Requiring an intensive three-unit developmental mathematics level, yet college success course utilizing the CSI attempting the highest developmental or from Noel-Levitz for every new college level, the pass rate was only 61%. student taking developmental mathematics; Implementation for mandatory • Expanding the college’s intrusive mathematics placement is on track for advising program to include any January 2007. A lot of groundwork has student taking a developmental been done to prepare for implementation, mathematics course; such as: • Sharing information with students • Performing a comprehensive cut-off about the high probability of starting in score review, studying placement a developmental course in an effort to scores for 23 Ohio community reduce the stigma and increase colleges; acceptance by students; • Preparing study guides (basic skills • Strengthening the Academic Early sheets) for each developmental Alert warning system for mathematics course for practice on the developmental courses; and COMPASS test; • Putting on free workshops for dealing • Adopting a mathematics diagnostic tool with mathematics anxiety and as part of the COMPASS assessment to mathematics study strategies. help students identify areas for skill improvement; NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICT CY-FAIR COLLEGE MATHEMATICS BRIEFING Institution Profile enrollment of 5,463, the success of Cy-Fair College is located in Cypress, students in the transitional programs is Texas, just northwest of Houston. The critical to the success of the college. college opened in August 2003, with a distinctive Learning Signature that infuses Promising Intervention Strategies all aspects of the college, from the and Evidence of Effectiveness facilities to the classroom. Cy-Fair The transitional programs have structured College’s fall 2006 enrollment is over labs connected to each developmental 11,000 students. class. These labs are comprehensive, interactive, correlate with the classroom State of Developmental Education lessons, and are facilitated by the faculty The developmental programs are member. The students are involved in a centralized in a single division, and are not community of learners that adds another labeled developmental, but transitional. component towards success. In addition, The Transitional Math, Transitional tutoring services are coordinated by three English, and ESL departments in full-time professional educators who teach collaboration with the library, tutoring, at least one transitional class each and continuing and basic adult education semester as part of their 12-month programs provide students with the contract. Moreover, full-time Transition resources necessary to build a solid faculty assist with student tutoring as a foundation as they make the transition part of their student contact time. Faculty from pre-college-level classes to college- and the professional tutors communicate level work. The transitions title was and maintain an understanding of the selected to communicate to students and classroom and tutoring functions as they faculty the role that the programs play in relate to the curriculum while sharing assisting students to “transition” from their knowledge and making program changes entry point to a skill level that will allow as a team based on research data. them to meet their educational goals. Faculty within the programs have The current credit level mathematics exceptional academic preparation and department chair serves as the transitional experience in serving students with pre- mathematics department chair. In any college-level skills. The unique feature of given semester, 50% of the transitional the design of this program is the close mathematics faculty chose to teach a coordination of tutoring, counseling, and credit-level mathematics course. Our support services with the courses designed course alignment is designed to build to support student skill development. By skills throughout the sequence into bringing all of these units together in a College Algebra. We have three centralized approach, clear goals are set transitional level mathematics courses, and and the program design evaluated for its beginning in fall 2006 all three will have impact on student outcomes. exit exams. Students must score 50% or higher on the exit exam AND have a final The course layout is determined by the course average of 70% or higher to move district in order to make moving between to the next course. Students who meet the colleges seamless for students. With an course average requirement but do not NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICT CY-FAIR COLLEGE MATHEMATICS BRIEFING achieve a minimum of 50% on the exit semester. A Trimathalon consisting of the exam are given the opportunity to retake top two transitional mathematics courses the exit exam within a week of the original and College Algebra was taught once. The attempt. Trimathlalon is also geared towards mature, motivated students with very clear The Transitional Math department offers goals. The success rate of the trimathalon classes that meet one, two, three, and four format is slightly better than the traditional days a week to meet the needs of our 16-week courses. highly diverse student population. All instructors are encouraged to integrate Other initiatives that have been less MyMathLab in some way. Some classes successful include: meet one hour a week in a computer lab, • Computer-mediated courses using and others use MyMathLab as out-of-class the Hawkes Learning System work. In addition, the department offers a • Distance learning classes taught variety of formats that are also designed to online using WebCT meet the needs of our students. • Flex classes that meet half time on The Fast Track format presents two eight- campus and half time online week courses, back-to-back in a single • Intense, two-week review for semester. We are currently offering students who barely miss the elementary /intermediate algebra, and placement cut score for College intermediate/college algebra fast track Algebra combinations, and we have offered pre- These initiatives are currently being algebra/elementary algebra. The fast track studied to determine what changes could format is targeted towards mature, make them more successful. motivated students with very clear goals. The success rate in this format is Lessons Learned consistently higher than traditional 16- The key lessons we have learned are the week courses by more than 15%. following: Spring Fall Spring Fall Spring Fall 2006 2005 2005 2004 2004 2003 • Helping students find the format 16- most suitable for them can be a 58% 57% 52% 60% 60% 61% challenge. Many of our students weeks Fast- 72% 71% 71% 67% 78% 78% have limited exposure to non- Track lecture instructional environments. • Identifying and contacting students The Trimathalon format offers three who are eligible for initiatives can courses in a semester. A Trimathalon be difficult. consisting of the three transitional mathematics courses is offered each NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICT KINGWOOD COLLEGE MATHEMATICS BRIEFING Institution Profile increases student performance and Kingwood College is located in Northeast retention, has been utilized within certain Houston. Our record enrollment of 7,413 developmental mathematics classes at for fall 2006 is comprised of 64% female, Kingwood College over the last two years. 67% ages 24 and under, 64% Anglo, with The SI program targets traditionally 64% attending during the weekday. difficult academic courses–those that have Twenty percent of our students are in a a high rate of failing grades and developmental mathematics class, while withdrawals—and provides regularly 67% of our developmental classes are for scheduled, out-of-class, peer facilitated developmental mathematics. sessions. State of Developmental Education Student outcomes that can be expected from utilizing supplemental instruction Our developmental mathematics program include higher course grades, fewer is integrated with our college-level courses withdrawals, and higher re-enrollment and and taught by all mathematics professors. graduation rates. In addition, students who Textbooks and curriculum are carefully participate in the peer facilitated study chosen and aligned for student success. sessions learn appropriate application of Our district has chosen to administer a study strategies that are applicable to comprehensive final for all of our current and future academic endeavors. developmental mathematics classes (incorporating Pre-Algebra, Introduction The success of the SI program is evaluated to Algebra, and Intermediate Algebra). by tracking the student attendance in the These standardized finals assess mastery study sessions and determining the final of the concepts covered in each course, GPA and drop/fail/withdrawal (DFW) which are concepts necessary for success rates for two groups of students: those at the next level of mathematics. attending SI sessions and those not choosing to attend SI sessions. As mentioned above, 20 percent of our student population is enrolled in a Data for three semesters (Spring and Fall mathematics developmental course. of 2005 and Spring of 2006) were Because of this high percentage, we are evaluated, and the results show that of the constantly experimenting and 986 students enrolled in S.I. courses, 37.12 implementing new programs to help these % of the students participated in SI students. Current programs include: a sessions. Students participating in SI tutoring center, supplemental instruction, sessions had an average GPA of 2.33 extended classes, special Internet tutoring accessibility, mentoring, access to while those not taking advantage of the assistance had an average GPA of 1.56 classroom videos, and selecting one (.77 difference in GPA). In addition, the textbook to span two classes for continuity. data showed that the DFW rate for those for those involved in SI was 22.95 % Promising Intervention Strategies while those not participating in SI had a and Evidence of Effectiveness 47.58% DFW rate (a 24.63 difference). Supplemental Instruction (SI), an academic assistance program that NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICT KINGWOOD COLLEGE MATHEMATICS BRIEFING Lessons Learned • Comprehensive, ongoing training The Supplemental Instruction program can program for SI’s make a significant difference in increasing • Constant communication among the success rate and the retention of the SI’s, the instructors with whom students. Key factors in developing a they work, and the SI program strong SI program include: coordinators • Initial training of SI coordinator(s) • Ongoing professional development through the University of Missouri for SI coordinators through at Kansas City (developers of the attendance at regional and national program) training sessions and conferences. • Effective referral and interview • process for SI candidates NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICT MONTGOMERY COLLEGE MATHEMATICS BRIEFING Institution Profile Developmental mathematics is critical for Montgomery College, located between the overall success of our program. The The Woodlands and Conroe, TX, had entire faculty values and participates in its 8,400 credit students enrolled in ongoing development. At this time, we university-transfer and workforce-oriented have 58 part-time instructors and 13 full- programs in fall 2006. Given area time instructors. Our part-time faculty are demographics, including a steady rise in valued by our entire department. the number of first-generation, college- bound Hispanic students, the college Promising Intervention Strategies expects an enrollment increase of close to and Evidence of Effectiveness 50 percent in seven to 10 years. Outcome Lab Assessment: This process is for all of the developmental mathematics State of Developmental Education classes. The course outcomes have been Developmental mathematics is integrated constructed and weighted by the district into the mathematics department. In fall, mathematic curriculum team. All colleges we were approximately 62% are assessing these outcomes. With developmental student enrollment and continuous assessment, the students take 38% college level. The Mathematics the outcome assessments independently of Department serves approximately 3,400 their class, at times that are convenient for students in fall 2006; approximately 2,100 them. The lab was developed with student are developmental students. All of our and faculty input. This is the process that full-time instructors teach developmental students indicated worked the best for as well as college level. them. Students are allowed seven times to take algorithmically re-generated outcome Our developmental and credit courses assessments. When they finish the outcomes have been aligned through the assessment, they can review it with an district curriculum team. The district chose instructor in the room at that time. outcome assessment for the developmental Students must complete the assessments mathematics classes. Montgomery College with a 70% average and at least a 60% on chose continuous outcome assessment in each one in order to pass the course. The all of our developmental mathematics students still take in-class tests and a final. classes. Montgomery College researched types of assessment and the literature The hours of the lab are flexible and showed that continuous assessment was created due to student requests: M-TH– much more student friendly than “one- 7:30-9:30; F–7:30-3:00; and S–8:00-2:00. shot” or “high-stakes” testing. Fours years ago we piloted “outcome assessment” in We found that students who complete the Pre-algebra. The entire full-time faculty prerequisite course with the outcomes helped develop a strategy for this have a statistically significantly higher assessment. We then piloted it with pass rate than those who did not have students and faculty. Due to the overall outcomes in the previous course. We have success, we implemented this process into seen this in college algebra, a gatekeeper all of our developmental classes. course. NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICT MONTGOMERY COLLEGE MATHEMATICS BRIEFING Some intervention strategies that we use • Faculty and student buy-in is critical. include a counselor within our department, The process needs to “earn support” – mentoring, and classroom interventions. this is not automatic. Other interventions include: • Obtain tech support—both internal and external. • Summer bridge program: Intermediate algebra students become college ready • Create customizable software. for the fall by taking intermediate • Be flexible. algebra in a three-week time frame. • Have an ongoing reflective process. • Late Stat classes (1 month late): All developmental and college algebra offered day and evening. • Fast track classes: Pre algebra/Introductory Algebra; Intermediate Algebra: day and evening • Eight-week intermediate algebra followed by 8-week college algebra or Math for Liberal Arts • Intermediate Algebra Review (high compass score) followed by late start College Algebra or Math for Liberal Arts and Intermediate Algebra for students who are not successful. • Extended time developmental mathematics classes as an option for students. • Extended Learning Center that offers review and tutoring sessions that are aligned with our outcomes. Lessons Learned • It is critical to obtain student and instructor input. • Communication and training is imperative with both faculty and students. This is accomplished through massive training for instructors on pedagogy, course content, and software. NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICT MONTGOMERY COLLEGE MATHEMATICS BRIEFING Montgomery College Longitudinal Study of Outcome Tested Students Math 0308, Introductory Algebra Percentage of Students Passing Percentage of Students Passing Having Successfully Completed Without Prior Semester Outcomes in 0306 Outcome Testing Difference Fall 2004 Outcome testing begins Outcome testing begins Spring 2005 54% 45% 9% Summer 2005 68% 63% 5% Fall 2005 59% 57% 2% Spring 2006 59% 54% 4% Math 0310, Intermediate Algebra Percentage of Students Passing Percentage of Students Passing Having Successfully Completed Without Prior Semester Outcomes in 0308 Outcome Testing Difference Fall 2004 Outcome testing begins Outcome testing begins Spring 2005 46% 36% 10% Summer 2005 71% 59% 12% Fall 2005 55% 50% 5% Spring 2006 60% 50% 10% Math 1314, College Algebra Percentage of Students Passing Percentage of Students Passing Having Successfully Completed Without Prior Semester Outcomes in 0306 Outcome Testing Difference Fall 2004 Outcome testing begins Outcome testing begins Spring 2005 73% 55% 18% Summer 2005 77% 69% 8% Fall 2005 84% 76% 8% Spring 2006 80% 72% 8% Compiled by David Benzel: Assessment Coordinator of Mathematics at Montgomery College NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICT NORTH HARRIS COLLEGE MATHEMATICS BRIEFING Institution Profile semester. Only a few sections of block North Harris College is nestled on a courses are offered, as the demand for this forested 200-acre site in the north Houston type of class is limited. Most sections meet area. Two satellite campuses, the Parkway either MW or TT. Some MWF sections and Carver Centers, are located in the are offered as well. The demand for MWF south part of the service area. NHC is sections has dropped considerably as focused on academic transfer programs, students continue to work more outside of developmental education, training in the school. This together with an increasing use of leading-edge technology in number of students with less than stable emerging job fields as well as serving as home lives has reduced the demand for north Houston’s center for the arts. The three day a week sections. It is the strong student body is incredibly diverse and belief of the department that this hurts NHC is considered a Hispanic Serving success in these classes as students who Institute attend class three days a week tend to keep up with homework more effectively. The State of Developmental Education department also offers a limited number of Friday evening and Saturday morning North Harris College’s developmental classes. mathematics program is integrated into a single department with college level Students enrolled in Math 0306 and Math mathematics. Full-time faculty teach both 0308 are required to work on computer developmental mathematics and college- labs designed to supplement the major level mathematics courses. There are three objectives of the course. This software was courses offered by the department that are written by a member of the department considered developmental. These courses and is written using Authorware. The are Pre-Algebra (Math 0306), Introductory software allows students to access hints Algebra (Math 0308), and Intermediate for working problems if they run into Algebra (Math 0310). The percentage of trouble. Most instructors spend an hour a sections of developmental mathematics week with their classes in the lab. This is that are taught by adjunct faculty is generally not enough time to finish the considerably higher than the percentage of labs. Students can access the labs at home sections of college level math courses via the Internet and WebCt. taught by adjunct faculty. There is a districtwide (NHMCCD) Each of the developmental math courses is Curriculum Team that oversees the taught as a 64-contact hour class. outcomes for each of these courses. This Generally, this means each developmental team consists of two members from each class meets for 3 hours per week for of the five NHMCCD colleges. The lecture and 1 hour per week of lab time. Curriculum team also oversees final Block classes are the only developmental assessment for each of the developmental classes taught as 48 contact hour classes. courses to ensure that student performance The block classes meet 6 hours per week on the major outcomes is being assessed for eight weeks. They offer motivated and that this assessment is equivalent. The students the opportunity to take two type of final assessment used by each of developmental classes in the same long NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICT NORTH HARRIS COLLEGE MATHEMATICS BRIEFING the colleges varies considerably. Currently tutors. These tutors are advanced students, at NHC, we have a system in place where adjunct faculty, and fulltime faculty. we have created computerized exams that cover the 10 major outcomes in Math 0310 Other resources available to our students and the 9 major outcomes in Math 0308. include videos that are tied to each These “outcome tests,” as we call them, individual topic in the developmental are currently under development for Math sequence. These videos were all produced 0306 and will be implemented for that in house by different professors in the course in fall of 2007. Students cannot department. They are available on VHS pass Math 0308 or 0310 without a and DVD format. Students can check as cumulative score of at least 70% on these many as three of these videos out of the Outcome Tests. In addition, the final library at a time. Students also have access average on these Outcome Tests must via the department website to live on-line count at least as much as a major exam tutoring via WebCt. Tutors staff this site grade in the final average. Students may several hours per week. take these Outcome Tests multiple times, if they wish to raise their score. They can Promising Intervention Strategies take each test as many as 10 times. The and Evidence of Effectiveness highest score for each individual test is A promising project the department has counted when a student is calculating their embarked on is being undertaken in Outcome Test average. This testing collaboration with Nimitz High School. package was written by the same Nimitz is located down the block from instructor who wrote the software for our NHC and is in Aldine ISD. This project 0306 and 0308 computer labs. When will address the problem of high school students finish an Outcome Test they have students who finish with Algebra II or Pre- the option to print a page that gives them Calculus in high school only to be placed resources which they can access for help in a developmental math course at North on areas in which they did not score well. Harris College because they are not ready for College Algebra. In close consultation At North Harris College, developmental with NHC, Nimitz is offering a local credit education is a top priority to ensuring math course for seniors who have taken student success. In the department, we Algebra II their junior year and were not have a lead faculty member who oversees likely to enroll in a math class their senior the developmental courses, an exit year. This course is being called Assessment coordinator who oversees the “Preparation for College Mathematics.” Outcome Testing process, a Math Lab The curriculum in this course is the exact Director and a Math Lab Coordinator. The curriculum used by NHC in Math 0308 director oversees payroll and budgetary and Math 0310. In fact, they are using the issues. The Coordinator oversees the Math same text that is used at NHC. The Lab tutors. Each of these positions also instructor in this course has sample syllabi, contains teaching assignments as well as exams and other material from NHC and is the specialized duties connected to the lab. basing assessment on the model The Lab is open 7 days a week and offers established by NHC. Five sections of this students the opportunity to work with class made and there are over 120 students NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICT NORTH HARRIS COLLEGE MATHEMATICS BRIEFING enrolled. NHC is working closely with the high school on this project. Beyond providing curriculum information, the department chair and other faculty from NHC will be visiting with these sections periodically during the semester to discuss college preparation issues. NHC will be offering testing to these students during the spring to assess whether this course is preparing these students for college level work in mathematics. The intent is for these students to have access to the lab software used at NHC and to take the same Outcome Tests that are used at NHC. The statistics have been well known for several years. Significant percentages of local high school students who had taken Algebra II or Pre-Calculus in high school were not being prepared for college level mathematics at NHC or anywhere else. The solution to this problem has been difficult to get to, mainly because both the college and the high schools were too intent on protecting their reputations rather than solving the problem. It took a local high school teacher, Christine Kilcoyne, of Nimitz HS, to put aside the blame game and say, “let’s do something!” Based on her efforts a truly collaborative effort has started to address the problem of high school students not being prepared for college. This project formally started this semester, so there are no results yet. However, the early signs are all positive. Several local high schools are very interested in offering similar courses for seniors. The lesson learned has been “put aside whose fault these problems are and realize it is everyone’s fault and everyone’s duty to try do something that will positively impact students.” NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICT TOMBALL COLLEGE MATHEMATICS BRIEFING Institution Profile courses. Although each campus has the Tomball College and its satellite campus flexibility to provide their own form of (Willow Chase Center) are located 13 exit assessment, the Curriculum Team miles apart on SH 249. The main campus members review each other’s assessment. is in Tomball, Texas, and about 60% of Currently at Tomball College, we have a the approximately 8,000 Fall 06 students departmentalized final exam for all three take courses at this campus and of our DS courses, which all students must approximately 40% of the enrollment pass with at least a 50% to progress to the takes courses at the Willow Chase Center. next course. If a student is passing the Coincidentally, approximately 60% of the class with at least a 70% (including the total enrollment is female. Other special grade received on the final), but fails to populations represented are African pass the final with at least a 50%, then the Americans (8%), Hispanics (15%), Asian student is given one additional chance to (6%), and International students (2%). The pass the final at the 50+% level and average class size Fall 06 in mathematics progress to the next course. We are also classes was 22.7 students. piloting a program in our Pre-algebra and Introductory Algebra courses, which State of Developmental Education requires our students to pass a test for each individual outcome for the course (8 and 9 Tomball College’s developmental outcome tests, respectively). These tests education programs are located in the are computerized using MyMathLab same division. DS English and DS math software. faculty routinely collaborate on initiatives to improve student success. Additionally, the DS math program has initiatives that Promising Intervention Strategies are unique to it. DS math and college-level and Evidence of Effectiveness math are integrated into a single At Tomball College, developmental department, and full-time faculty teach education is a top priority to ensuring both DS math and college-level math student success. We have both a DS Math courses. and a DS English Coordinator who oversees the developmental education Tomball College offers three progress and works to ensure that our developmental math courses, Pre-Algebra, program is benefiting our students. We Introductory Algebra, and Intermediate work closely with our Extended Learning Algebra. Each of these courses is a four- Center and provide around 80 hours per credit-hour course, with three hours for week of mathematics tutoring to our lecture and an additional hour for lab. We students. Both full-time and part-time have districtwide (NHMCCD) course instructors take part in this program. We outcomes that are reviewed by the District also offer math study groups, usually made Curriculum Team consisting of one up of three to seven students in a common member from each of the five campuses. course. They meet once a week for 1 hour These outcomes are reviewed for both with a full-time or part-time instructor. vertical and horizontal alignment. The These math study groups are close-knit District has also implemented district-wide groups of students who share a common exit assessments for each of the DS goal. We are offering eight study groups NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICT TOMBALL COLLEGE MATHEMATICS BRIEFING for Developmental Math this semester. In Although only four students were enrolled addition, our statistics show that our in this refresher course, our results were students perform better in college-level outstanding. One student, who did not mathematics if they have successfully complete the requirements of the class, completed Math 0310 in our development retested with Compass and again placed sequence than those students who directly into intermediate algebra. His retest score place into college algebra. We are also did improve by three points, but it was not currently seeking NADE certification, high enough to place the student into which we hope to complete by fall 2007. College Algebra. However, two other students completed the course and scored During the fall 2006 semester, we piloted much higher on the retest. One student our newest intervention strategy. We scored 25 points higher on the retest, while offered a one-hour “refresher” course for the other student scored 31 points higher! students who were close to placing into These two students scored high enough to College Algebra but just needed a quick place into Elements of Calculus! However, refresher of Intermediate Algebra. We both students did choose to take college only chose students who scored within algebra. We plan to track their success. five points of placing into College Algebra on the Compass test. We offered an We are planning on doing the Refresher “intense” two-week course in Intermediate Course again in the spring and hope to Algebra which met face to face for four target more students. We plan to advertise hours both weeks and then each student this course option more in the future and was required to spend an additional eight plan for our counselors and advisors to aid hours during two weeks working us in choosing those students who meet independently using the software, the criteria for placement. Additionally we MathXL. Each class period a review was have moved the Refresher Course to a given by the instructor. He then lectured more attractive time slot Spring 07. We and answered questions as needed on a feel that there is a definite need in this type somewhat individualized basis. Then the of intervention and hope to improve our student was given a test using MathXL, success even more. which identified each student’s weaknesses and assigned him/her an Lessons Learned individualized study plan. At his/her own The biggest lesson learned when pace, each student followed this study implementing our “refresher” course was plan. At the end of the two weeks, each to make sure we targeted the appropriate student was retested using Compass. If the students. Not only do these students need student tested at college level, she/he was to fit the testing criteria, but they also need placed into a College Algebra late start to be aware of the intensity of this type of class. Otherwise, the student was placed course. From day one, the students are into a late start Intermediate Algebra class. expected to work hard to ensure The late start classes meet for 14 weeks completion of the course. We also know rather than the traditional 16-week class. that although a borderline student may be placing into the next level, this type of intense course is not for everyone. Also, NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICT TOMBALL COLLEGE MATHEMATICS BRIEFING our students needed additional time to software prior to the first day of class, so spend on this type of course up front, both that no time was lost. It would have been in their school schedule and their personal helpful if the students also had a quick schedule. In addition, our students were one-hour class on how to use the software also responsible for purchasing the prior to class. NORTHAMPTON COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile skills to be successful in subsequent Located in Bethlehem, Pennsylvania, college-level courses. To that end, Northampton Community College (NCC) MATH020 Pre-algebra was created. The is one of few community colleges that mathematics department felt that some offer campus housing. In fall 2005, NCC students were deficient in some of the enrolled 8,754 full-time students. NCC’s prerequisite skills to be successful in student population is comprised of 63% elementary and intermediate algebra. The female, 37% male, 6.6% African course was offered last semester for the American, 9.6% Hispanic, 1.8% Asian, first time. Data are being collected by the .2% Native American, 1.1% Nonresident mathematics department to determine the Alien, 76.2% White, and 4.5% Unknown. student success in subsequent courses. Students who obtain a final grade of B or State of Developmental Education better, with a strong recommendation of the instructor, may be enrolled in Northampton Community College’s MATH026 Intermediate Algebra or developmental education is integrated MATH028 Elementary and Intermediate within the mathematics department. Algebra combined. Currently there are three sections of Pre- algebra, 19 sections of Elementary About 95% of the students who take the Algebra, and 10 sections of Intermediate mathematics placement test need remedial Algebra. There is a varied delivery method courses. The mathematics department is for sections of Elementary Algebra and looking for alternative methods for Intermediate Algebra. Some sections are placement testing. During the first week of taught via Academic Systems, some are the spring semester 2006, some faculty project-based, some sections are distance members piloted Accuplacer in their learning, and some are traditional lecture. already established courses. These courses In order to maintain a continuous flow, the ranged from elementary algebra through mathematics department has adopted the college algebra. At the end of the same textbook/author for each of the semester, the faculty compared the final sections and levels for the developmental mathematics courses with the exception grades with the grades the students obtained in the placement test. Due to the for the project-based and Academic length of time the test requires to Systems. Assessment is instructor dependent, although for distant learning, at complete, some courses only met for 50 least 60% of the graded work must be minutes while others had a longer period. proctored. Although there is no The results were not significant. Some departmental final exam, some common speculations came to surface and further questions are asked for each of the study needs to be established. different delivery methods. We have also implemented the use of Pennsylvania State System of Assessment Promising Intervention Strategies (PSSA) scores as a way of placing and Evidence of Effectiveness students. The same method is being used The mathematics department has worked for SAT-MATH scores. diligently to ensure that the outcomes for the developmental courses are appropriately aligned with the necessary NORTHAMPTON COMMUNITY COLLEGE MATHEMATICS BRIEFING Lessons Learned scores with success in the courses in which The mathematics department feels that students enroll. although a new placement test must be administered, other measures must be Due to the fact that MATH020 was taken into consideration until this matter is offered last semester (spring 2006) for the resolved. SAT-MATH and PSSA scores first time and those students are now are helping with such initiatives. The enrolled in MATH026, MATH022, or mathematics department is in the process MATH028, we will be collecting data to of collecting data to determine a substantiate the creation of MATH020. correlation between SAT-MATH or PSSA NORWALK COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile The mission of the Developmental Studies Norwalk Community College (NCC) is an Division is to provide quality education open admission two-year public college and support resources to our students, located in the suburb of Norwalk, CT. The enabling them to master the skills and college offers more than 40 associate concepts necessary for success in college- degree programs and 26 certificate level courses. An assessment study done in programs. The fall 2006 enrollment is fall 2005 revealed that students who had 6,040. The majority of students are first- successfully completed the Developmental generation college with 30% qualifying for Studies Introductory Algebra course financial assistance. Sixty-five percent are passed the subsequent credit mathematics part-time; 61% are female; and the course, Intermediate Algebra, at virtually average age is 30. Minority student the same rate as those students who placed enrollment is 47% (22% Hispanic, 20% directly into this course. This study Black, and 5% Asian). Sixty to seventy- indicates that the division course has five percent of new NCC students place accomplished its goal, which is to prepare into developmental courses. NCC has 100 students for success at the next level. full-time and 384 adjunct faculty. The faculty-student ratio is 1:12. Developmental education is critical to the overall student success effort and the State of Developmental Education college’s mission. Forty to 50 percent of the students in each graduating class began Developmental education courses at NCC their studies in one or more developmental are housed in the Developmental Studies courses. Of note is NCC’s major and very Division. Placements are determined by the College Board’s Accuplacer public commitment to an enhanced computerized placement examinations in nursing and allied health program. Many of our nursing and healthcare students conjunction with students’ prior academic records and personal interview, where begin in our department. Furthermore, the Writing Center, the Tutoring Center, the appropriate. A well-articulated alignment between the Developmental Studies Student Support Services Program, and Services for Students with Disabilities, are Division and the other academic vital resources that are available to all departments of the college enables our students to experience a smooth transition NCC student and are under the auspices of the Director of the Developmental Studies to college-level courses. Division. Clearly, the Developmental Studies Division is vital for a successful There are two levels of developmental college experience for NCC students. reading and writing courses and two levels of developmental mathematics courses. Successful completion of each course is Promising Intervention Strategies determined by departmental exit and Evidence of Effectiveness assessments. Students who achieve a grade Prior to fall, 2002, two mathematics of C- or better in their required courses were offered in the Developmental developmental courses may enroll in Studies Division at NCC: MAT 075 Pre- credit-bearing courses in accordance with algebra – Number Sense, Geometry and their plan of study. MAT 094 Introductory Algebra. Studies showed that students entering MAT 075 NORWALK COMMUNITY COLLEGE MATHEMATICS BRIEFING with the lowest mathematics placement Lessons Learned scores had the lowest successful Computation practice and additional completion rate. To assist these students classroom time have proven to be and to help promote their success, MAT beneficial to the targeted population. 073, a four-credit version of MAT 075, However, placement in MAT 073 is was designed and implemented. The suggested but not mandatory. At times, course content is identical to that of MAT students opt for convenience instead of the 075 but with an added day of instruction, more prudent course of action. Additional which allows for more extensive in-depth assessment of this intervention computation practice and supplemental strategy will continue so that we can computerized lab work. determine additional need (e.g., evening classes) and implement a more deliberate Successful completion of MAT 073 is advising process. determined by the same departmental exit assessment used for MAT 075. Students who achieve a grade of C- or better in MAT 073 or MAT 075 may enroll in MAT 094, Introductory Algebra. One section of this new course was offered for the first two semesters (fall, 2002 and spring, 2003). Since then two sections are being offered each semester. Assessment data showed that the pass rate for students who were eligible for and completed MAT 073 was 56%. The pass rate for students who were eligible for MAT 073 but enrolled in and completed MAT 075 instead was only 43%. This intervention strategy allows the targeted population to expedite their time in developmental courses and improves the likelihood of their progress to credit- bearing courses as well as to graduation. PAUL D. CAMP COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile building success for them increases Paul D. Camp Community College is success for all. located in southeastern Virginia. Promising Intervention Strategies In fall 2006, our FTE was 585 and total Developmental Math courses are lecture headcount was 1067. In 2005, the student and not collapsed and require weekly population was 60% White, 37% Black, attendance. and 3% Other; 34% were male and 66% were female. The targeted population is all students in developmental mathematics courses. Its fall 2006 Developmental Math enrollment was: The college measures successful outcomes Fall MTH 02 - 72 as: MTH 03 - 78 • successful completion of MTH 04 - 40 developmental mathematics courses and a reduction in the State of Developmental Education number of times a students repeats There are no full-time developmental a course. faculty. All faculty teach developmental • success in transfer courses after education as well as transfer-level courses. completing developmental courses We do not have a physical office • increased attendance and designated for developmental studies. participation in class. In fall 2004, 74% of former developmental Students are given a departmental final mathematics students (from the past three exam to measure comprehension and regular terms) earned a “C” or above in a retention of material covered in the credit-level mathematics class vs. 80% courses. who did not take a developmental mathematics class (“Ws” are counted as Classes were un-collapsed in Fall 05 and non-completers). This compares to 84% attendance monitoring began in Spring 06. for former developmental mathematics Data are collected each semester. students and 73% for non-developmental mathematics students in fall 2003. Lessons Learned Students responded favorably to single Success for developmental education is topic courses and instruction was more critical at PDCCC. We are concentrating efficient without being collapsed; student on a number of initiatives toward attendance was correlated to grades—the developmental students and the higher the attendance rate, the higher the developmental curriculum to ensure pass rate; students receive more attention success. A large number of students are and make more progress when classes are need developmental classes; therefore, not collapsed; and instructors can provide more individual support. COMMUNITY COLLEGE OF PHILADELPHIA MATHEMATICS BRIEFING Institution Profile activities of the curricula in which students Community College of Philadelphia have indicated an interest. The intent is to (CCP) is the largest public institution of forge better linkages with content courses higher education in the Philadelphia region in various curricula to provide students the and the sixth largest in Pennsylvania. It is opportunity to develop academic the largest single point of entry into higher competencies within a context that more education for minorities in Pennsylvania closely reflects the challenges which will and is the city’s only public, two-year be presented to students at Community college. CCP provides career training in College of Philadelphia or elsewhere. The more than 60 programs in Science, connection to curricula further reflects the Engineering, Technology, Business, thinking that Developmental Education is Health Care, Social and Human Services, the responsibility of faculty across the and Liberal Studies. The College has college. The overall goal is to improve the established articulation and dual success rate of students along a continuum enrollment agreements with four-year of academic study through a more tightly institutions in order to streamline transfer coordinated programmatic response. opportunities and has numerous programs that maximize the opportunity for success Managing students’ entry into the for high school students. The student Developmental Education program is population has traditionally been critical to student success. Beginning with representative of the diverse nature of the the initial assessment, registration/advising region’s population. experience and new student orientation and continuing through the academic and State of Developmental Education support experiences in the Developmental The Office for Developmental Education Education program, the expectations for success are clearly and consistently is housed in the Division of Educational Support Services and is coordinated by a represented. Students need to have an awareness of why they are in Director of Developmental Education. The primary mission of developmental developmental education, to acknowledge their strength and weaknesses, to education at Community College of understand what it takes to be a successful Philadelphia is to prepare students to succeed in the college’s collegiate college learner, and to formulate a plan of action to move toward success in college- programs of study in the liberal arts, level curricula. A sense of community and sciences, public service, business, health identity with that community by students careers, and career technologies. The and faculty help to maintain motivation academic competencies (reading, writing, and focus and fosters a seriousness of mathematics, computer literacy, library commitment. skills, critical thinking) attained through the developmental education and the A significant piece of the mission and college’s programs provide students with vision for Developmental Education the foundation for college transfer, involves short- and long-term evaluation employment, and life-long learning. The Developmental Education program of student learning. Systematic and connects academic competencies in consistent evaluation of student learning meaningful ways to the content and and of designed program interventions to COMMUNITY COLLEGE OF PHILADELPHIA MATHEMATICS BRIEFING improve learning is conducted to assess (e.g. computerized weekly homework student progress and the Developmental assignments) Education program’s movement towards • Provide more opportunities for faculty accomplishing its mission. to engage in discussions relating to developmental mathematics (e.g. web Promising Intervention Strategies page, discussion-board and Evidence of Effectiveness seminars/workshops). The Mathematics Department, recognizing the need to address concerns regarding • Create support materials for instructors student performance in developmental and students mathematics courses, developed a pilot • Increase the accuracy of placement of plan to address these concerns. The plan students into developmental was the result of intensive review of the mathematics courses literature, examination of the current curriculum and the review of developmental mathematics at 12 Lessons Learned community colleges that were selected by Faculty worked during the spring 2006, the League for Innovation in the summer 2006 semesters to prepare Community College as vanguard colleges materials to implement the pilot program in the nation. The main directions of the during the spring 2007 and fall 2007 proposed changes for developmental semesters. During the fall 2006-semester mathematics are: faculty have worked with the college scheduler to re-structure courses and will • Place more emphasis on standard be preparing materials to assist students arithmetic as the foundation of future and advisors in understanding the nature knowledge. of the pilot program. At the conclusion of the pilot, a statistical analysis will be done • Expose students to a large diversity of for the following: problems that present key ideas and concepts from a variety of • Passing rate of students in perspectives. developmental mathematics courses • Promote the importance of teaching • Passing rate of students who move on students the precise use of to a second level developmental mathematical language. mathematics courses and to a pre- • Present some fundamentals of logic calculus course. (conjunction, disjunction, negation, • Understanding of concepts covered in implication) earlier in a student’s developmental mathematics courses. experience of developmental mathematics. • Analysis of demographic factors and performance in developmental • Change the amount of time permitted mathematics courses for covering the material in developmental mathematics courses • Feedback from students as to their experience of the re-designed • Integrate the use of technology into developmental mathematics courses developmental mathematics courses PRAIRIE VIEW A&M UNIVERSITY MATHEMATICS BRIEFING Institution Profile THEA Math score of 216-225: Enroll in Founded in 1876, Prairie View A&M MATH 0200 which is called Pre-Algebra. University is the second oldest institution If student earns a grade of ‘C’ or better, of higher education in Texas. Its main he/she must retake THEA. If THEA is campus is located in Waller County about passed, TSI requirement is satisfied. If 40 miles northwest of Houston, Texas. It THEA is not passed, student must take has a fall enrollment of approximately MATH 0133. If student earns a grade of 8,000 students. Being a member of ‘C’ or better in MATH 0133, TSI Historically Black Colleges and requirement is satisfied. Universities (HBCU), the majority of the student population is of African American THEA Math score of 200-215: Enroll in origin. MATH 0113 which is called Basic Mathematics I. If student earns a grade of State of Developmental Education ‘C’ or better, he/she will take MATH 0200. Developmental education at the university is provided at a centralized location. The THEA Math score below 200: Enroll in Division of Academic Enhancement, a MATH 0100which is called Mathematics part of the University College, provides the developmental education in all three Basics Lab. This class is graded pass or disciplines (i.e., reading, writing, and fail. The student may also exit this level by retaking the THEA test and scoring 200 or mathematics). higher on the retake. If a student passes MATH 0100, the student moves up to The Developmental Education Plan MATH 0113. emphasizes success in developmental courses (DE) as an avenue to satisfy the Developmental education at Prairie View Texas Success Initiative (TSI) A&M University is very critical to overall requirements. Students are placed initially student success because of the university’s in the DE sequences based on their THEA mission to serve under-prepared and scores. Progression through the sequences under-served students. In the fall session is based on successful completion of the of 2006, enrollment in all three DE class work or improved test scores. The disciplines is 1753 out of which 978 placement in the DE mathematics students are enrolled in DE mathematics. sequence takes place as follows: DE courses help students strengthen their fundamental skills, which the students are THEA Math score of 230 or higher: TSI then able to apply to the related courses of mathematics requirement is satisfied. their major field of study, thus increasing Enroll in College Algebra course. their chances of academic success. THEA Math initial score of 226-229: Enroll in MATH 0133 which is called Promising Intervention Strategies Intermediate Algebra. If student earns a and Evidence of Effectiveness grade ‘C’ or better, TSI mathematics In fall 2004, we increased the contact requirement is satisfied. hours of our lowest level of the DE mathematics course (MATH 0100) from two to three. The additional hour was PRAIRIE VIEW A&M UNIVERSITY MATHEMATICS BRIEFING added as a mandatory computer lab. The goal was to increase the pass rate of students taking the course so that students could move up the DE mathematics sequence to enter the college algebra course and succeed in it. We have been continuing with this strategy since then. A comprehensive departmental exam is given to all students taking this course to measure the success rate of students. The results for four semesters have been compiled. Lessons Learned Based on the results, the failure rate of students in MATH 0100 before the implementation of the strategy was as follows: Fall 02 Spring 03 Fall 03 Spring 04 38% 43% 32% 60% After the implementation of the strategy, the failure rates of students for four semesters have been observed as follows: Fall 04 Spring 05 Fall 05 Spring 06 30% 49% 32% 41% While no definite trend emerges from the data, the introduction of computer lab gives students a chance to explore the use of technology to supplement their class work. RENTON TECHNICAL COLLEGE MATHEMATICS BRIEFING Institution Profile unambiguous pathways between the Renton Technical College is located just embedded instruction and the ancillary south of Seattle. The student body is classes that lead to degrees. Second, the diverse, with 50% females and 40% college now offers stand alone students of color. Fall enrollment is 9,915 developmental education classes to help students. Although only 23% of students students prepare for the English and math are full-time, they represent the greatest classes needed to achieve a two year number of full time equivalencies (FTEs) degree. Both of these efforts are in the because of the design of the vocational beginning stages and we look forward to programs our contacts through the Achieving the Dream resources to help us strategize State of Developmental Education ways to improve these initiatives, particularly around the area of placement Developmental education at Renton and assessment. Technical College is primarily integrated into vocational programs but within the While RTC has students who transfer to past two years, the college has created four-year colleges, for most students the developmental classes in math, English, definition of success is not defined by and speech. whether they can transfer but whether they can get a job in their field of study and be Students at Renton Technical College successful in that job. For many students typically register for a program rather than in many career fields their employability is individual courses. They attend classes 30 affected by their lack of basic skills. For hours a week and the programs are example, a student in a medical office designed to be inclusive of appropriate communication and computation classes. program might understand insurance billing, diagnostic coding and medical Students who want a degree take four terminology, but her lack of English general education classes in addition to grammar can thwart her efforts at being their program. While this model was effective at the time the college was hired. created and still is effective for some programs, more and more vocational Promising Intervention Strategies programs are requiring higher levels of and Evidence of Effectiveness communication and computation. At the Renton Technical College has a high same time, the need for remediation seems percentage of students who are English-as- to have increased as the campus attracts an a-second language (ESL) learners. These increasingly diverse student body. Many students have difficulty in mathematics, students simply are not ready for college not because they do not understand the level courses in math or composition at the mathematical concepts, but because they end of their vocational program. do not have the language skills to understand the statement of the problem. The college has responded to the changing The college has a history of pairing a needs of the workforce in two ways: First discipline instructor and an ESL instructor there is an incipient effort at the college to within a classroom that has been quite insure that embedded instruction has clear successful. Nursing is a high wage/high learning outcomes and that there are demand area in Washington State and the RENTON TECHNICAL COLLEGE MATHEMATICS BRIEFING college is overwhelmed with applicants. has allowed the college to supply As an open entry institution, everyone who classrooms with technology to support is qualified can enter the program strictly student needs. Computer support can on a first come/first served basis. include such options as a customizable set However, our ESL nursing students tended of screen display options and audio to have poor success rates in both the capability. Another less technical UDL program prerequisites and in the program strategy is using a three column method itself. So two years ago, the college piloted for taking math notes. This method was a program where a cohort of ESL students developed at the Math Center at Idaho would go through the nursing prerequisites State University. The first column keeps and the program with an ESL instructor track of the math terminology, the second co-teaching. While it is still a pilot, the has examples that are done in class and the results have been very positive and a third has the explanations and rules. If the second cohort started last year. Students instructor works the examples on the who are now in the third quarter of math board but gives the explanation verbally, can function independently because they this method can help the student keep all had that intense support through their first of the pieces together. For the instructors two quarters of math. at Renton Technical College, the UDL project has given them considerable Another intervention strategy that has been knowledge about learning disabilities and successful in several programs, including most importantly a resource for helping accounting, is peer tutoring. The college students. created a student success center that helps connect students who need math tutoring While all of these strategies work, we are with peers who have experience with the excited about the Achieving the Dream requirements of particular programs. The initiative and using data to quantify what anecdotal data is very supportive of this strategies work best and in what effort and empirical evidence regarding circumstances. the success of this program will be collected as a part of the Achieving the Dream initiative. A third intervention strategy, the Universal Design for Learning (UDL) project, targets students with learning disabilities but has helped all students. A central feature of UDL is its ability to adapt to students with different perceptual and cognitive needs. There are many different approaches that are offered depending upon the student need and the classroom configuration. Computer technology can be used to give students multiple options to support mathematical problem description and problem solving. A grant SAN JACINTO COLLEGE MATHEMATICS BRIEFING Institution Profile developmental courses adequately prepare Located in east Harris County, San Jacinto students for their first academic course. College has an annual total enrollment of 22,000 students from six public school The College has placed developmental districts and a diverse population of more education at the center of student success than 500,000 residents. Sixty-eight percent for the college. The large number of of all FTIC students need at least one underprepared students who enroll in San developmental education course. All Jacinto College requires that attention to campuses serve a large number of their success be at the center of new economically and academically at-risk initiatives. The Title V Coordinator and students. District Developmental Education Director is part of the Core/Implementation Team State of Developmental Education for Achieving the Dream. It is widely The College has an Executive Director for accepted that in order for the College to Developmental Education who is have viable transfer and technical responsible for all developmental programs, students need to be successful education programs in the district and in developmental courses. Objectives of attempts to develop common standards the Title V Grant fit with the objectives of and operating procedures throughout the Achieving the Dream. district. Each campus has a unique structure to its developmental programs. Promising Intervention Strategies The North campus has a centralized and Evidence of Effectiveness developmental program that is contained Fast Track is offered on several campuses in a Division with equal status to all other for developmental mathematics and divisions on that campus. They have their College Algebra in an eight-week own budget, department chairs, and framework. Results indicate that students faculty. Academic faculty often teach did as well or better than students enrolled developmental courses and some in a more traditional format. Analysis of developmental faculty teach academic data is on a semester basis, and we will be courses. The Central and South campuses adding longitude analysis in the near do not have a separate developmental future. division. Developmental courses are contained in academic departments for the High School Math Project was a most part but do have separate budgets collaboration between area high schools from academic courses. Faculty teach both and the developmental mathematics academic and developmental courses on instructors. Area mathematics teachers those campuses. developed a high school course based on the College’s curriculum. Successful high Alignment of developmental and credit school students would then be eligible for course outcomes and assessments are Dual Credit College Algebra in the spring addressed on a regular schedule. District semester. This is the first semester of this committees and administrators monitor project and no data have been collected to this practice. A new Title V Cooperative this point. Agreement Grant also provides for a review of the alignment to ensure that SAN JACINTO COLLEGE MATHEMATICS BRIEFING Each Campus has established new Student The targeted population is students Success Centers through collaboration enrolled in developmental courses and efforts between student services and the gateway courses on all campuses. Title V Grant. The retention specialists, The expectation is that students will housed in the Centers, have an Early Alert progress through their developmental program that identifies at-risk students coursework and then successfully early in the semester and intervention complete the college-level courses taken activities are applied to those students who after developmental coursework is are identifies as needing additional completed. assistance or guidance. Data are being collected on the usage of the facilities and Math has common college-wide exit the level of student success for students exams for mathematics. We use a common who take advantage of the facility. Data on syllabus and student learning outcomes the effects of Early Alert have been across the college. Institutional collected and modifications to that effectiveness planning documents include program are a result of the data. assessment of student learning outcomes and are reviewed each planning cycle. Math Anxiety and Study Skills Workshops are provided on all three campuses in Lessons Learned different formats. These workshops In all our intervention strategies, the key address the unique needs of mathematics lesson learned is that we must continually students and provide them with coping as evaluate the results and make changes well as instructional strategies. Statistics accordingly. Neither these activities nor are collected in regards to students who our student characteristics are stagnant, attend and their GPA’s or grade in that which necessitates altering the program, course. based on data, to meet the needs of the students. SAN JUAN COLLEGE MATHEMATICS BRIEFING Institution Profile science courses. At the Administrative level, San Juan College (SJC) in Farmington, New we need stronger support. Mexico is located in the southwest region of the United States in the four corners area. Promising Intervention Strategies Founded in 1956, SJC is a 2-year public and Evidence of Effectiveness comprehensive community college that The math department is piloting several enrolls about 9,000 students per semester in developmental courses by offering courses credit programs. The college’s enrollment in various forms: Offering day math course consists of 27% Native American and 11% four days a week (Monday – Thursday) for Hispanic populations. 1.25 hours instead of the traditional three days a week for 1.5 hours; offering State of Developmental Education Learning Communities courses (several Developmental education location in the developmental math courses are institution is integrated. The Math immediately followed by a Learning department faculty continues to support Communites course (LRNS) devoted to integration strongly. Math faculty teach a mathematics). Students go from the math variety of courses from developmental to course to the LRNS and continue working advanced (community college) math on math with other faculty instructors. This courses. offers the student extra time to work on problems and ask individual questions. The alignment of our developmental courses Math department is piloting an “early are set to work towards College Algebra; the intervention” program in several student’s first college level math course, developmental courses, called, Student (PreAlgebra, Introductory Algebra, Retention & Success Program. This program Intermediate Algebra, then College was (borrowed and) modified with the great Algebra). SJC continues to work within the help (continuous discussion with faculty and department and other colleges/universities staff) of Sinclair Community College throughout the state of New Mexico, other Mathematics Department in Dayton, OH. out of state community colleges, mathematical organizations and The targeted population is students in accreditation in discussion about several of our developmental math courses: developmental and credit (transfer) courses. PreAlgebra, Introductory Algebra and Intermediate Algebra. At the Math department level, it is extremely critical for the success of developmental Math department is anticipating the results education for our students. Currently, about from the intervention strategies we have 92% of students enrolling at the college implemented. SJC has been working with a register for one (or more) developmental new system that would set in place courses; English, Reading and/or Mandatory Placement and Mandatory Mathematics. Developmental math courses Prerequisites by Fall ’06 semester. Math are “stepping stones” to various applied department and administration recognized science programs and also credit (transfer) that this would be a key variable in our courses. At the School of Science level, the collection of data. Math department support is strong for student success since variables were in place; unfortunately, the math courses interweave with other various system for mandatory SAN JUAN COLLEGE MATHEMATICS BRIEFING placement/prerequisites was not. Thus, we will review our data for this semester. We are hopeful that the system will be in place and that all variables will be set before spring semester to collect more accurate data. Evaluation comes from the instructors. All developmental courses have a departmental final exam. The department plans on doing data analysis on the various pilots at the end of the semesters. Math course scheduling was implemented this semester (Fall ’06) and will continue into Spring ’06. Data will be reviewed during spring semester. LRNS (Learning Communities) have been offered for several years now. Data have been collected. SRSP was started this semester and will continue to run in the spring semester with possible modifications. Data will be reviewed during spring semester. Lessons Learned Math department continues to be a strong advocate for student success for our developmental students. We plan to continue communication with other math departments at community colleges/universities and mathematical organizations throughout the country pertaining to our discipline and student success. Communication among entities within the Institution has room for improvement as we continue to work towards student success. SANTA FE COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile projects (which are required). It also allows Santa Fe Community College in Santa Fe, any student with a disability to feel less New Mexico serves a diverse population. pressured while taking chapter tests. We have an enrollment of 5,369 with 2,034 degree or certificate students this fall We started offering some of our introductory semester. This number breaks down as algebra classes in an A/B format. This 36.6% male and 63.4% female. Also, we format offers the course over two semesters have 39.7% Hispanic population. African for students who find the pace going too American students make up 1.4% and quickly in the traditional one semester Native American 2.4%. course. This is in the second year and has shown some success. State of Developmental Education We have implemented SI (supplemental Developmental studies is located within the instruction) to some of our introductory campus but functions as its own unit for the algebra sections. This is our second year. most part. We are grouped with adult basic While it started out slow last year, it seems education (ABE) and GED offices and work to be more popular this semester. We are closely with them and their students. The DS having a 20-22% attendance. mathematics faculty also work closely with the upper-level mathematics department in Most recently, we did a small study of all the Liberal and Fine Arts area in order to pre-algebra students for one semester and have a better transition of our students into followed their success in the next course, the transfer courses. introductory algebra (if they took it). We found that when students in pre-algebra Promising Intervention Strategies received a C; they had a 20% success rate, and Evidence of Effectiveness while if they received a B or an A; their Our introductory algebra course is a success rate was 80%. This allowed us to get gatekeeper for many students. permission to mandate that any pre-algebra Developmental education is very important student who does not obtain a B or higher to the overall student success. SFCC must take the A/B format. We plan to start continues to be committed to increasing this new idea in the spring semester. course completion and semester-to-semester persistence and graduation and/or transfer We also have worked on making the pre- rates. algebra course much more focused so that all students are better prepared. We have in the past tried many ideas to obtain better student success. We created a We are also offering a computer version of 1-credit labs course for extra tutoring and the course. This is meant to offer a different have been working toward expanding that format for students who may need only to lab so that it covers more study skills and refresh themselves with the basics or who improve their note taking abilities. might have gaps but do not need the regular full course. This is the first semester we We use out-of-classroom testing for our offered that format. introductory algebra classes. This allows more time to ‘slow down’ during classroom lectures and allows time for activities and SANTA FE COMMUNITY COLLEGE MATHEMATICS BRIEFING This semester, each of our full-time DS Lessons Learned mathematics faculty is spending an hour Some of the lessons we have learned in the each week in the tutoring center in order to past years is that it sometimes takes time for help with tutoring needs and mentoring of a new idea to work. It took a whole year for student tutors. SI to start to show that it could be useful. Support from the administration is essential Our target population is all DS mathematics in allowing time to test the new approaches. students who will need introductory algebra It is also very important to evaluate the new to continue into credit courses for their approach and be willing to make changes to degree and/or transfer. SFCC has a large make them work better. Research and peer number of minority students, some with institution contact is very helpful. language barriers and other needs. At the end of this year, I will look at Our evaluation process includes pre- and students who attended regularly and post-tests as well as a standard final exam. compare their scores to those who did not A pretest is given the first day. It serves two attend at all. The A/B section has had great purposes in that we make sure students are success when we are able to offer it. The placed correctly and as a pretest. The final ability to offer a class often depends on the exam has the same questions of the pretest number of students who enroll into those and can be used as a post-test evaluation. sections. We are making them late-start so that faculty can advise students into that section if they are quickly falling behind. SINCLAIR COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile instruction will be available in the Founded in 1887, Sinclair Community Tutoring and Learning Center (TLC) College (Dayton, OH) is a public, urban • There will be an instructor and a tutor community college offering over 1,500 in the classroom courses and 158 associate degree and certificate programs. With a fall quarter • Class size limit is 20 2006 enrollment of 22,785, Sinclair is the • The instructor and assistant will second largest community college in Ohio. facilitate student use of the MML by Sinclair is accredited by the North Central working with students one-on-one Association of Colleges and Schools. when needed State of Developmental Education • Additional instruction will be available (as needed) in the Tutoring and Developmental education is a separate, Learning Center in the form of freestanding department with its own videotaped lectures and/or tutors chair, faculty, and support staff. Although separate, the department has a long- • MML Homework and quizzes are standing working relationship with many “mastery-based” on a “re-take” basis academic programs and departments • Exams are a “one-time only” across the college and works to align its learning outcomes and student • Students will work at their own pace competencies with those but in conjunction with a suggested programs/departments as a way of helping schedule of activities students achieve success in their academic • Students who start in DEV 085 may careers. Developmental education is continue to DEV 108 in the same critical to overall student success efforts; quarter if they finish the DEV 085 this is especially true since Sinclair is truly requirements an open-door institution and sees itself as an institution dedicated to helping students learn, improve their personal lives and The target population is those students in their professional careers, and become sections of DEV 085 and the two sections productive citizens of the local and global of DEV 108 which meet twice per week communities. for one hour, 40 minutes Promising Intervention Strategies Outcomes will be measured as follows: and Evidence of Effectiveness • Pass rates will be equal to or greater DEV Math Project #1: Guided Self-Paced than traditional sections Instructional Pedagogy • Pass rates of students in follow-up Students will work in a guided, self-paced courses will be equal to or greater than environment. MyMathLab (MML) will be traditional sections the primary source of instructional delivery. The course instructor will • Student feedback in the form of provide mini-lectures to small groups evaluations will be mostly positive within the class as needed. Additional SINCLAIR COMMUNITY COLLEGE MATHEMATICS BRIEFING • Student attitudes toward mathematics • Students who participated in the will improve based on a Pre/Post Math learning communities will be tracked Attitude Survey to their next mathematics courses to see if they are more successful than • A diagnostic test given at the their counterparts who did not take the beginning of the quarter will be used mathematics class as part of a for possible comparison with mathematics/reading cohort. traditional sections Project start date: Fall 2006 • Student feedback from mid-term dialogues and from end-of-the-term student surveys will offer important DEV Math Project #2: DEV Learning information on the student perceptions Communities of the communities. Selected sections of DEV 085 will be • Faculty feedback from dialogues with paired with other courses in a block the chair and the coordinator will also schedule format. These cohorts will furnish information about the success provide support for students, especially for of the communities. those who struggle with mathematics • Student grades and retention will anxiety, by helping students establish improve. academic and social support networks, by focusing students and faculty on learning Project start date: Fall 2006 outcomes, and by providing a setting for students to be socialized to the DEV Math Project #3: Pre-Quarter expectations of the college. Screening for “At-Risk” Students • Students will learn to do the following At the beginning of each quarter, all things: read a mathematics text more students registering for DEV 108 will be effectively; learn to take better notes; screened to determine if they are “at risk.” learn to read word problems more “At risk” is defined as a student that has effectively; learn to look for context taken DEV 108 more than once or the clues in the reading student received a grade of “C” in the • Students will work more prerequisite course. Interventions for these collaboratively together, thus receiving “at risk” students will start at the more help and encouragement from beginning of the quarter. each other as well as their instructors − A pilot group of students who meet one • Some projects will be graded jointly or more of the above criteria will be with points being applicable to both selected for intervention strategies classes − Interventions will start at the beginning The target population is those students in of the quarter and will consist of the Dev 085 (3 sections). following: • Students will be assigned an Outcomes will be measured as follows: academic counselor (one per 25 students, approximately) who will SINCLAIR COMMUNITY COLLEGE MATHEMATICS BRIEFING monitor their progress on a weekly problems, ask questions, and reflect on the basis results of their work. Activities are designed to engage the students fully in • Students will be assigned a tutor the learning process. (can be from Tutorial Services or the Tutorial Learning Center) The target population is the two sections of DEV 108. • Students will be required to enroll in the Math Studies Skills course (EXL 297) as a co-requisite to the Student outcomes will be measured as DEV 108; Sections of this EXL follows: 297 will be scheduled so that they are convenient to the “At Risk” • Pass rates will be equal to or greater students in DEV 108 than traditional sections − Academic counselors will maintain • Pass rates of students in follow-up data on students (A fixed set of questions) courses will be equal to or greater than traditional sections − Classroom instructors will maintain data on students (Grades, what’s going • Student feedback in the form of well, what’s not going well) evaluations will be mostly positive The target population is approximately 50 • Student attitudes toward mathematics students. will improve based on a Pre/Post Math Attitude Survey Project start date: Spring 2007 Outcomes will be measured as follows: • For students taking the course for the second (or later) time, pass rates will Lessons Learned be higher than students who have the We do not have this information at this same circumstances but do not get the time. intervention. • For students receiving a C in the prerequisite, pass rates will be higher than students who have the same circumstances but do not get the intervention. Project start date: Winter 2007 DEV Math Project #4: Inquiry/Activity- Based Learning Environment Inquiry-based learning and activity-based learning will be used as the primary method of instruction. Inquiry-based: students are actively involved, identify SOUTH TEXAS COLLEGE MATHEMATICS BRIEFING Institution Profile of the college’s associate degree graduates South Texas College (STC), located along completed one or more developmental the Mexican-American border, has a fall courses. 2006 enrollment of 18,466 on five campuses. STC’s students are 95% Hispanic, 59% female, and have an average age of 25. Excluding dual enrollment, 85% receive financial aid. In Fall 2004, SACS accredited STC to offer a Bachelor’s in Applied Technology. State of Developmental Education Developmental studies at STC is a centralized program and one of four instructional divisions. The Dean of Developmental Studies supervises four instructional departments each with its own chair: Developmental English, Developmental Mathematics, Reading, and College Success. The District’s five Student Success Centers, which house walk-in tutoring, supplemental instruction, peer-assisted learning, the Developmental Studies Retention Specialists, and the Coordinator of Learning Communities, are also part of the Developmental Studies Division. There are 23 full-time and 47 adjunct instructors in the Developmental Math Department. All are hired knowing that their teaching load will be in Developmental Math although some do teach overloads in the college-level Math Department. The two mathematics departments recently had a math retreat where they examined what learning outcomes are included in the three developmental mathematics courses and College Algebra. In her state-of-the- college address on September 22, 2006, President Shirley A. Reed stated that at STC students would not be turned away; however, we will not compromise our academic integrity and quality; thus, she identified developmental studies as the college’s highest priority. In 2003-04, 67% SOUTH TEXAS COLLEGE MATHEMATICS BRIEFING Promising Intervention Strategies, Evidence of Effectiveness, and Lessons Learned Intervention Strategy Implemen Targeted Progress Outcome(s) Evaluation Semesters Lessons Learned t Population Checking prerequisites Spring All Retention Increase Collect data 6 Number of students 2002 developmental Specialists notify passing rate on passing enrolled in wrong class students students and rate decreased. instructors and move students Students required to take Fall 2003 All Implemented Improve Collect data 7 Disadvantage: Students developmental courses in the developmental course on passing don’t get credits in Developmental Plan may be students completion and college level courses withdrawn from all college-level rate completion even if they pass the courses if they fail to participate in rate college level class. their developmental courses. All developmental courses, Fall 2003 All Implemented Improve Collect data 7 Advantage: Students including the College Success developmental course on passing take the developmental course, are included in the Semester students completion and classes more seriously. Grade Point Average (GPA) for all rate completion students at STC rate Students required to take Fall 2003 All Implemented Improve Collect data 7 Students focus on developmental course(s) by developmental course on passing completing Developmental Plan are limited to students completion and developmental courses. 13 SCHs per semester and seven rate completion SCHs per summer session rate Full-time students required to take Fall 2003 All Implemented Improve Collect data 7 Increased number of developmental courses in the developmental course on number of developmental courses Developmental Plan are required to students completion courses taken successfully completed take two or more developmental rate and time to per semester. courses each semester. become college-ready Math Module Pilot Spring Pilot with Discontinued the Improve Collect data 2 Record keeping and group of course on passing scheduling became SOUTH TEXAS COLLEGE MATHEMATICS BRIEFING Intervention Strategy Implemen Targeted Progress Outcome(s) Evaluation Semesters Lessons Learned t Population 2003 Developmenta pilot study completion and increasing more l Math and passing completion difficult. Students rate rate Intrusive advising to class repeaters Spring All Continuing to Improve Collect data 5 Implemented fee for 2004 developmental refine how and course on passing developmental students students who who advises completion and exceeding 27 hours; enrolled in the these students and passing completion Implemented case class for the rate rate management advising third time Offering Supplementary Instruction Spring Pilot with four Expanded initial Improve Collect data 5 SI sections perform (SI) 2004 sections offering; Added course on passing better. Developmenta SI Fee to completion and l Math for Fall institutionalize and passing completion 2006 pilot rate rate Enhanced Math Pilot using SI, Fall 2004 Pilot with Expanded to 2 Improve Collect data 4 Enhanced sections collaborative learning, and Developmenta sections for Fall course on passing perform better. manipulatives l Math 2006 completion and targeting rate completion repeaters rate Departmental Final/Common Fall 2004 All Implemented for Improve Collect data 4 Improve department Assessment Developmenta all sections every mastery of mastering analysis of learning l Math semester Learning Learning outcomes. Students Outcomes outcomes Self-Paced Class Spring Developmenta Expanded to 4 Improve Collect data 3 Monitoring passing and 2005 l Math sections for Fall course on passing completion compared to Students 2006 completion and traditional sections. preferring a rate completion Growing more popular non-traditional rate with students approach SOUTH TEXAS COLLEGE MATHEMATICS BRIEFING Intervention Strategy Implemen Targeted Progress Outcome(s) Evaluation Semesters Lessons Learned t Population Mandatory Computer-Assisted- Fall 2006 All Expanded to all Improve Collect data 0 Students are asking to Instruction Lab developmental developmental course on passing spend additional time in students mathematics completion and the computer lab sections and passing completion beyond required hour. rate rate Learning Community with Fall 2006 All First Year Increased to 11 Improve Collect data 0 Passing rate better than Developmental Math and College Developmenta learning course on passing non-learning Success l Students communities for completion and community sections developmental and passing completion mathematics rate rate SOUTHWEST TEXAS JUNIOR COLLEGE MATHEMATICS BRIEFING Institution Profile Promising Intervention Strategies Southwest Texas Junior College (SWTJC) and Evidence of Effectiveness serves a vast region encompassing 11 SWTJC has begun several new initiatives counties (Dimmit, Edwards, Frio, Kinney, for improving student success. As of fall La Salle, Maverick, Medina, Real, Uvalde, 2006, supplemental instruction has been Val Verde, and Zavala) and is located in added to our Math 0303 courses. The the extreme southwest corner of Texas. college wishes to improve community The institution has campuses located in learning for developmental students. Crystal City, Del Rio, Eagle Pass, and Testing measures have also been Uvalde. The current enrollment for the implemented using the Accuplacer for pre- institution is 5,056 students of which 81% and post-testing in these courses. Results are of Hispanic ethnicity. of the pretests are only available at this time. Also, this fall, the mathematics State of Developmental Education department will be implementing a The developmental mathematics program departmental exam for all sections within within SWTJC was integrated into the our developmental course sequence. These mathematics department in fall 2006. By data will be tabulated to determine needs this, we mean we no longer have a for improvement and professional developmental mathematics division development. Embedded assessments will separate from our mathematics continue to be used for our College department. The mathematics department Algebra course finals. Students are faculty has rewritten student learning currently being tested upon entrance and outcomes both for developmental and completion of College Algebra with the credit courses as recently as spring 2006. college-level mathematics Accuplacer The connection between developmental exam. These data will be used to help us mathematics instruction and the evaluate the amount of growth our courses gatekeeper course of College Algebra is foster. the emphasis for all of our course objectives. Math instruction particularly at the Math 0303 level is by far the most critical piece of our mathematics program. At the present, we are retaining 80% of FTIC students who start in this course. However, only 1/3 of these students are attempting the credit-level mathematics the next semester even after successful completion of Math 0303. Advisement practices are currently being addressed to keep these students moving toward their degree. SOUTHWESTERN INDIAN POLYTECHNIC INSTITUTE MATHEMATICS BRIEFING Institution Profile strategy is intended to improve student Southwestern Indian Polytechnic Institute retention, help the students improve their (SIPI) is a National Indian Community mathematics skills and content knowledge College located in the center of New and move the students successfully Mexico’s high-tech corridor (Los Alamos through the developmental mathematics Lab/Sandia Labs). Over 100 American classes. Indian nations are represented at SIPI. SIPI is an associate member of the Promising Intervention Strategies American Indian Higher Education and Evidence of Effectiveness (AIHEC) and is accredited by NCA of Tutoring is a key component of our Colleges and Schools Commission on developmental and adult basic education Institutions of Higher Education. The programs and is provided through our current fall enrollment is 579. SIPI is a Academic Support Center. Both group and land-grant institute individual tutoring is available, and peer and professional tutors are utilized. A tutor State of Developmental Education advisor coordinates services including The developmental education courses are tutor training. Faculty members decentralized and depend on the recommend peer tutors who have instructors’ assigned classroom, but the successfully completed their courses. The efforts to build students’ confidence and tutoring schedule is adjusted based on skills are located in one centralized student need. The software TutorTrac, a structure called the Academy Support web-based tutor and learning center Center. management tool, provides everyone using the system the ability to attain reports, Developmental education courses are demographics, make requests, manage aligned from the very basic to being ready scheduling, and manage center resource to take college-level courses. Incoming materials. students are assessed with ACT and finalized with TABE. Exiting courses are The targeted population is first time conducted with final exams for each students with ACT COMPASS scores course. lower than 65, grade equivalent to 10.9 – 12.9. Exact evaluation of overall student success is based on established teams that are The goal is to prepare students better for comprised of developmental and Adult entry into college-credit-earning courses. Basic Education instructors. They The ABE courses are the gatekeeper communicate regularly regarding student courses that allow students to successfully enrollment, attendance, turning needs, enter courses at the college level. intrusion/content, teaching strategies, testing, etc. This has provided the program Evaluation by pre- and post-TABE is with a model that can be replicated in given to first-time students in ABE other content areas. Instructors support courses. The post-TABE determines a each other, share ideas and strategies, and student’s progress and makes continuously improve instruction and recommendations for upper-level pursuits. curriculum. This simple, yet effective Developmental and adult basic education SOUTHWESTERN INDIAN POLYTECHNIC INSTITUTE MATHEMATICS BRIEFING mathematics instructors use multiple problem solving, self-paced instruction, teaching methodologies in order to meet and student board work (individually or in the needs of their students and different teams). learning styles. Instructional methods used include web-based instruction, computer- Lessons Learned based instruction, individualized instruction, collaboration learning, team- The following sample questionnaire and based instruction, small group work and comments is utilized with team members discussion, lecture-discussion, group for summation and lessons learned. ABE Math Final Report But small groups worked for the Spring trimester 2005 better in the end. • Cultural concepts made students 1. What methods (strategies, methods) attentive to textbook concepts. It did you utilize for the class? provided connections for most • Team or group approach, students. Otherwise, students with no cultural context or clues had • Integrate textbook activities with difficulty grasping the concept. culturally-based mathematics concepts, • Integrating textbook concepts with manipulatives is awkward at the • Integrate textbook chapters with most. The push or drive to finish a computer-based activities for the chapter in a certain time frame textbook, does not allow students to • Integrate textbook mathematics experience and understand the concepts with Native designs in concept fully. geometry, • Utilizing cultural concepts to • Utilize as many manipulatives bridge textbook knowledge is still associated with textbook concepts worth the effort. Students grasped as possible, concepts in geometry readily as • Utilize visual displays of more and more students enjoyed mathematics concept in the each other’s story about environment, mathematics applications. • Utilize video for each chapter to • The overall push to stay the course convey the mathematics concepts, within the textbook frame killed all and efforts to be creative. Even as we were encouraged to experiment • Utilize the environment to display with manipulatives, the push to mathematics concepts. cover the text was eminent. 2. What were the results of the methods 3. What problems surfaced and how did you used? (Explain) you resolve them? • Grouping worked for the most part. • Students not having the required Absenteeism and final drops made skills to cover the concepts were it difficult to continue to the end. SOUTHWESTERN INDIAN POLYTECHNIC INSTITUTE MATHEMATICS BRIEFING foremost. I used as much or where 6. Resolutions you suggest to any of the possible cultural thoughts to above? bridge the gap. I didn’t have the • They are not clear yet. In time and luxury to spend more time to experimenting will develop some cover concepts or time element answers. I feel we have discussed disallowed me to use concrete some of the issues during our materials to convey an idea. meetings. Individualizing or after-class hours were utilized but students’ 7. Were the once a week meetings commitment to appointments beneficial? Changes suggested? disappointed the effort. Our • For one course of classes, it was students need to be oriented or beneficial. But to have multiple trained in social skills and courses wasn’t because of expectations of attending an domination of conversation at one institute. level of instruction. The meetings 4. Are there some big problems that we were meaningful when we stayed need to address across the ABE within our level of instruction. program (explain)? 8. Did the mathematics workshop help, • The push to cover each chapter at a even though we may not have had certain timeframe created major enough time to use the knowledge problems. much? • I resolved by skipping a chapter • I didn’t find the workshop to be that was not necessary for this useful. It just frustrated me to population of students (converting know that there are much better from American measurement to ways of instructing then trying to metric system). This I believe is not cover as much per day so that our students’ most needed skill. we’d be able to say “we finished They eventually will develop their the book.” own method of converting when it 9. Suggestions for future workshops? becomes relevant for their needs. • I could use a workshop on 5. Do any of the following reflect your methods or skills to deliver a concerns in your classroom lesson within our structured instruction? timeframe and the need to cover • Student had no advisor or one that the text. gave proper counsel • Another one would be, “Ways to • Proper placement of students would use the environment to engage the minimize the frustration of learner.” administering a class. TACOMA COLLEGE MATHEMATICS BRIEFING Institution Profile moving to the next mathematics level. The Tacoma Community College is located in course currently uses the ALEKS Tacoma Washington. Fall 2005/2006 software, which assesses each student’s enrollment was 8,724 students, 5421.3 knowledge and pinpoints the specific FTE. Forty-nine percent of our students concepts that the student needs to master. were under 25, 36% 25 to 44, and 15% 45 The program gives them instruction, and over; 66% were female. Students were practice, and assessment in those targeted 69% white, 11% African American, 11% areas. Asian/Pacific Islander, 4% Hispanic, 2% Native American/Alaskan Native. Four We expect that this class will help students hundred and fifty-five students reported move more quickly through the disabilities. developmental mathematics curriculum and will help them gain knowledge and State of Developmental Education skills in the specific areas that have hindered their success in mathematics. Developmental education is located within their respective departments—i.e., This course was offered for the first time developmental mathematics is in the this September in a two-week period Mathematics Department and before the start of classes. We have not yet developmental reading and writing are evaluated the success of this pilot section. within the Written Communications and We will be offering this course again, Developmental Studies Department. beginning in November. Faculty who are developmental specialists or who have a special interest in developmental education meet once a Lessons Learned month as a Developmental Task Force. This is too new to have learned many lessons yet. We do know we have to Since the same department is responsible screen who is admitted into the class and for both developmental and credit courses, that we may have to revisit the curriculum there is a very strong alignment of the of the course. developmental and credit course outcomes and assessments. The success of our students in developmental education is one of our institutional goals and is a top priority for the college. Promising Intervention Strategies and Evidence of Effectiveness We have just piloted a new course, MATH 10, Review of Arithmetic. This is a two credit, mid-quarter course that is targeted toward students who have been successful in past mathematics classes and who merely need to brush up their skills before TEXAS SOUTHERN UNIVERSITY MATHEMATICS BRIEFING Institution Profile Enrollment Management and Planning group Texas Southern University is situated in serve as a model for the Developmental the heart of America's fourth-largest city, Education goals and objectives, as they are Houston, Texas. The University is located the direct managing groups for near the heart of downtown Houston, and Developmental Education. In an effort to was established in 1947 as a public, co- have a cohesive university, the action plans of educational, Historically Black University. the two departments are aligned. The campus facilities sit on 150 acres of land and boasts three professional schools, The University Enrollment Management and a performance theater, a health and Planning and Developmental Education physical education complex with a 7,200- groups call for retention of the university seat arena, a radio station, several student body. Developmental Education's dormitories and a variety of apartment- goal of increasing student pass rates on style living and recreational facilities. placement exams for the 2002-2003 academic year serves as a method of State of Developmental Education achieving this goal. Through increased success in the Developmental Education The Developmental Education Program was student body on placement exams and in initiated at Texas Southern University in developmental courses, the likelihood of 1989. This was an attempt to support the retaining those students is increased, as early University's mission to provide open access to higher education to a diverse urban success will motivate these students in future matriculation through the university. population. The Developmental Education Developmental Education has also put forth Department offered courses in mathematics, the goal of increasing the fall-to-spring composition, and reading. The Department persistence rate of its student body as further was decentralized in 1993, and the developmental classes were taught within the effort in achieving student retention. English and Mathematics Departments. As The three groups are aware that to enhance part of a reorganization plan implemented the intellectual growth of the student body in 2001, the department was again centralized there must be competent and productive and currently operates, along with other faculty and staff present to act as vessels of student support services, within the knowledge. To this end, all groups conduct Enrollment Management and Planning methods designed to enhance performance Division. The heads of the Developmental and productivity in their faculty and staff. Education, English, and Mathematics Departments maintain a close working Developmental Education conducts weekly faculty workshops, requires all faculty/staff to relationship that enables students to make a participate in at least one professional smooth transition from developmental conference or workshop and maintain courses to subsequent college-level courses at the University. membership in at least one professional organization, and offers a complete plan for faculty development, much like EM&P and The Developmental Education goals and the university. objectives are in concert with that of Texas Southern University and the Enrollment Developmental Education is a field with a Management and Planning (EM&P) division. theoretical foundation in developmental The goals set by the University and psychology and learning theory. Today's TEXAS SOUTHERN UNIVERSITY MATHEMATICS BRIEFING scholars in the field of developmental Promising Intervention Strategies education are rapidly increasing because of and Evidence of Effectiveness the influx of students embarking upon the Mathematics 130, Fundamental Mathematics, doors of colleges and universities unprepared. courses are designed to provide students with Research indicates that 65% of students the concepts and skills necessary for entering college are deficient in one or more successful performance in college-level of the basic skills (i.e., mathematics, writing, mathematics. It is designed to assist students and reading). With this magnitude of under- in passing state required tests such as preparedness, the Texas Board of Higher COMPASS, ASSET, and THEA. The course Education Assessment proposed a set of will also provide the academic foundation for guidelines for entering freshmen with basic success in Mathematics 131. skills deficiencies. The THEA focuses on enhancing students' reading/study skills, Mathematics 131, Analytical Mathematics, is mathematics and writing potential for college designed to provide students with the readiness. necessary mathematical foundation to pass freshman-level mathematics courses. The Each year the department of Developmental course will also help students to pass state Education creates goals and objectives in an required academic assessment tests such as effort to achieve its mission. These goals are COMPASS, ASSET, and THEA. guided by its mission and apply to the department as a whole, to include the areas of A common course syllabus is utilized by each developmental Mathematics, English, and mathematics course instructor along with a Reading. These goals are to: common final exam assessment. This insures course objectives necessary for unilateral • Provide an academic foundation for success in the core course of mathematics. student success in entry-level mathematics and English courses • Increase the pass rate of students enrolled in Developmental Education courses • Increase the student retention rate • Provide instructor and staff development TIDEWATER COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile student should enroll based on the selected Tidewater Community College (TCC) is curriculum and test score. There are the second largest of the public multiple levels of developmental math community colleges in the Commonwealth courses that are structured to lead into of Virginia, enrolling more than 37,000 college level credited courses. The faculty students annually. Founded in 1968 as one who teach primarily the developmental of 23 colleges in the Virginia Community courses work along with the faculty who College System (VCCS), the college teach the college level courses to align serves the citizens of South Hampton curriculum all the way through to provide Roads with fully comprehensive campuses the continuity needed. We do no post in Chesapeake, Norfolk, Portsmouth, and assessments to determine student readiness Virginia Beach; a regional Visual Arts for college level; instead we depend on the Center in Olde Towne Portsmouth; the grades earned in the prerequisite class. TCC Jeanne and George Roper Performing Arts Center in the downtown Because there appears to be a national and Norfolk theater district; and a regional local trend that students have difficulty Advanced Technology Center on its with mathematics, Tidewater is committed Virginia Beach Campus. Forty-five to ensuring that students are successfully percent of the region's residents who prepared to enter their field of study. attended a college or university in Virginia Many majors require some form of last fall were enrolled at TCC. The typical mathematics and the subject is especially student is part-time (67%), female (61%), important for programs in the science and 28 years of age, and enrolled in an technology fields. Whether a student is associate degree program (78%). able to graduate and transfer to a four-year Additionally, 42% of the student college or be competent in the workplace body is minority. TCC has the largest may be determined by how well the number of financial aid students in the student progresses in mathematics. Since Virginia Community College System the majority of our students enter the (approximately 30% of the student body) college needing developmental and serves a large military population. The mathematics, it becomes tremendously college has an open-admission policy. critical to their futures to be successful in this subject. In addition, developmental State of Developmental Education education is critical not only because of content preparedness, but because of Developmental education is integrated into students' need to develop the learning the appropriate departmental units know-how and metacognitive skills throughout the college. required to be successful in subsequent classes. A mandatory mathematics placement test is given to each student who intends to have a curriculum of study or plans to Promising Intervention Strategies register for courses with mathematics pre- and Evidence of Effectiveness requisites unless they have met the pre- Supplemental Instruction (SI) is a requisite elsewhere. The placement test is specialized and targeted form of peer interpreted by academic advisors who tutoring designed for core courses that determine which mathematics course the students typically find difficult, as TIDEWATER COMMUNITY COLLEGE MATHEMATICS BRIEFING measured by unacceptable pass rates; thus, were include in the program. These the program is a perfect fit for supporting campuses typically have entering students students enrolled in challenging courses with lower placement test scores in already identified as gatekeeper courses. mathematics. MTH 158 is college algebra In brief, a specially trained SI Leader (peer and had been identified as a gatekeeper tutor) attends the class with the students, course; the course is required in most teams with the instructor, often assists programs at the college and the success groups or individuals in class, and holds rate has been chronically poor. workshops approximately three times per week outside of class. The workshops The college expects to improve the focus as much on helping students develop success rate in the MTH 158 gatekeeper the learning know-how required to be course. successful college students as on mastering the course content. Many Students benefiting from an SI Instructor strategies are in place to encourage were surveyed near the close of the first workshop participation; however, student semester to gain insight into their attendance at the workshops is voluntary. perceptions about the value of the SI The SI Leader holds an average of 45 program in helping them with the class. sessions over the course of the semester. The survey also attempted to gather students’ suggestions for improving the In the educational literature, Supplemental program to better meet their needs. If Instruction has proven to be a proactive students enrolled in the class did not strategy successful in helping student participate in the program, the survey gave performance. Unlike traditional tutoring, them an opportunity to reveal the reasons students have the opportunity to develop a for their non-attendance. Also, SI Leaders solid foundation in the content and begin and instructor teams met regularly to building the skills for success early in the discuss their observations about the semester before they face the most successes and needs for improvement. challenging concepts. SI Leaders connect Pass rates for the first semester of with the students and have the advantage implementation were examined. of first-hand knowledge about the classroom learning environment. Supplemental Instruction was implemented for the first time beginning Conversely, students typically access with the fall semester of 2005 and through traditional tutoring once they are already the spring 2006 semester. This academic having difficulty. While specialized math year represented the second year of help, both in labs and tutoring centers in Achieving the Dream funding and the first most instances, is available outside of year for interventions in specific response class at every campus and many faculty to the college’s intensive data analysis. repeatedly tell students about the service, The spring 2006 semester included the the student participation rate in tutoring is changes made in response to the formative very poor. evaluation. The strategy is also being used in the current semester. The targeted population are those students enrolled in select sections of MTH 158 at the Norfolk and Portsmouth Campuses TIDEWATER COMMUNITY COLLEGE MATHEMATICS BRIEFING Lessons Learned In keeping with the original ATD plan and Both fall 2005 and spring 2006 data are in response to the first year results, the provided. With the SI program already college chose to continue and to expand proven successful, both nationally and at Supplemental Instruction for the 2006- TCC in its developmental courses, the 2007 academic year. In 2006-2007, SI will college focused on revisions required to serve more than double the students best meet the needs and learning behaviors enrolled in the previous year and students of its own college-level students. The new from across all four campuses; additional discussion and survey strategy early in the gatekeeper courses will be included. semester in spring was expected to improve the student participation rate in the out-of-class workshops and ultimately to improve their class performance. Fall 2005 Supplemental Instruction (SI) – Supported MTH 158 Results SI-Supported MTH 158 Classes MTH 158 Classes Overall Success Non-Success Withdraws Success Non-Success Withdraws Students Students (A, B, C) (D,F) (W) (A, B, C) (D,F) (W) N = 130 N = 101 N = 18 11 N = 1255 N = 809 N = 319 N = 127 100% 77.69% 13.85% 8.46% 100% 64.46% 25.42% 10.12% Spring 2006 Supplemental Instruction (SI) – Supported MTH 158 Results SI-Supported MTH 158 Classes MTH 158 Classes Overall Success Non-Success Withdraws Success Non-Success Withdraws Students Students (A, B, C) (D,F) (W) (A, B, C) (D,F) (W) N = 117 N = 90 N = 18 N=9 N = 945 N = 624 N = 215 N = 106 100% 76.92% 15.38% 7.69% 100% 66.03% 22.75% 11.22% Although numbers are small, results indicate that Supplemental Instruction does improve the rate of student success. Results for spring were similar to results for fall; however in each semester, SI- supported students performed successfully at a rate of at least 10% greater than students in non-SI-supported classes. Of interest is that students in SI-supported classes had slightly lower withdrawal rates than in the non-SI-supported classes. UNIVERSITY OF HOUSTON-DOWNTOWN MATHEMATICS BRIEFING Institution Profile both departments teaches developmental The University of Houston-Downtown courses from time to time, most on a (UHD) is an open admissions, primarily regular basis. All developmental courses undergraduate, institution offering more also administer departmental final exams, than 40 bachelor’s degrees in a wide written each year by full-time and variety of disciplines. The student body of tenured/tenure-track faculty teaching these about 11,500 is extremely diverse: 37% courses. These practices help with Hispanic, 26% African-American, 24% assessment and the alignment of white, 10% Asian, 59% female, and 51% developmental and credit course full-time. UHD awarded more than 1,600 objectives. College Algebra and Freshman undergraduate degrees in 2005. Composition I also give departmental final exams. About 85% of FTIC students at State of Developmental Education UHD will enroll in a developmental course. Indeed, about 72% of FTIC As a four-year institution, UHD can only students will enroll in a developmental offer six hours of developmental mathematics course. In Fall 2005, roughly mathematics. These hours are divided into 10% of the undergraduate student body two courses: Beginning Algebra (Math was enrolled in one or more 0300) and Intermediate Algebra (Math developmental courses. 1300), both of which are housed in the Math Department. English and reading developmental courses are housed in the Promising Intervention Strategies English Department. The respective and Evidence of Effectiveness academic departments supervise the This is UHD’s first semester participating syllabi for their developmental courses, in Achieving the Dream, so we are still in with a coordinator for each discipline the planning stages. However, last year the assigned to this task. In the Math university initiated (for the first time) a Department, the Pre-calculus Program “satisfactory progress policy” for Committee also plays an oversight role, developmental students. Under this policy, and in the English Department, the students who make an F in a Composition Committee plays a developmental mathematics course are corresponding oversight role. Recently, now required to enroll in Math 1201–Math there has evolved a joint Developmental Success Lab. This two-hour course Curriculum Committee consisting of provides structured tutorial assistance faculty from both departments who meet designed to help these students achieve regularly to coordinate developmental success. It is supplemental to the policies (such as attendance and grading developmental course. Tutoring is carried policies), conduct assessment of the out during class by peer tutors under the overall developmental program, encourage supervision of a mathematics instructor. the sharing of ideas about developmental Tutorial activities are structured around strategies, and serve as an advocate for course homework and additional group or developmental students and faculty within laboratory activities specially designed for the university. Developmental courses in Math 1201. Additional topics include both departments are taught by a variety of study skills, time management, goal adjunct, full-time, and tenured/tenure-track setting, and test-taking skills, so this is faculty. Virtually every faculty member in also a general college success course. UNIVERSITY OF HOUSTON-DOWNTOWN MATHEMATICS BRIEFING Students who make a D in a Lessons Learned developmental mathematics course and The peer tutoring aspect of the lab course College Algebra students can enroll in the is essential. Starting in spring 2007, we course on an optional basis. An English will institute a nominal lab fee to help Success Lab and a Reading Success Lab defer the cost of the peer tutors. This are conducted as well, for students in those course is challenging for mathematics disciplines. Math 1201 was offered for the instructors, who are not usually trained to first time in spring 2006, and the results teach college success-type skills. were encouraging. About 50% of these Therefore, some provision for faculty students were able to avoid a second development and training would be consecutive F in the given developmental helpful. Likewise, the lab instructors must mathematics course. In past semesters, less communicate regularly with the than 20% of these students have avoided a developmental course instructors of the second consecutive F. students and academic advising, to monitor the progress of the students closely. Keep in mind these are high-risk students, with many vulnerable habits and behaviors (particularly poor attendance). We are, therefore, considering paying the lab instructors for an additional hour to compensate for this monitoring. UNIVERSITY OF NEW MEXICO–GALLUP MATHEMATICS BRIEFING Institution Profile between Pre-Algebra 44 and Algebra 45 The University of New Mexico–Gallup are advised to take MATH 100. Any (UNM-G) is a branch campus of the COMPASS score above Algebra 46 is University of New Mexico, offering 26 considered for college-transfer level certificates and 37 associate degrees. mathematics. UNM-G serves a vast isolated area, which includes the city of Gallup (pop. 22,000), For more than five years, MATH 100 has parts of the Navajo Nation, and the Pueblo been offered as a four-credit course with of Zuni. UNM-G has the largest Native three credits being in class and the American student population (79 percent) additional credit being mathematics of any public two-year college in the tutoring. The tutoring is provided by the United States. Gallup is in McKinley College Learning Center, which employs County, which has a per capita personal one full-time mathematics education income of $9,872. specialist and several peer tutors. The students receive 5% of their grade for State of Developmental Education MATH 100 from their attendance at tutoring. Developmental education is housed in the Transitional Studies Department, which Two years ago, MATH 097 was re- was established three years ago. All new implemented after an extended furlough. students take the COMPASS test and are advised accordingly into either transitional This course is offered as the mathematics studies or college transfer courses. The portion of the mid-level learning community first piloted in fall 2006. At campus is in the early stages of present, those who successfully complete implementing a course outcomes MATH 096 can opt to go straight into assessment plan. Over 80 percent of students test into one or more transitional MATH 100 or take MATH 097. However, very few sections of MATH 097 are studies courses, making success in these offered at this time. courses the key to overall student success campus-wide. In the academic year 2005-066, the entire full-time developmental mathematics Four developmental mathematics classes are offered: MATH 96 (Fundamentals of faculty took part in workshops on educational assessment. Some of the Mathematics I), MATH 97 (Fundamentals of Mathematics II); MATH 99 (Pre instructors have implemented peer and group work into their teaching of Algebra); ISM 100 (Algebra Problem mathematics. Several of the techniques Solving). employed have been puzzles for developing critical thinking skills, group Promising Intervention Strategies assignments and exams, and take-home and Evidence of Effectiveness exams. These strategies have been Developmental mathematics at UNM-G employed to create a more student- consists of three sequential courses: centered environment and to lower the MATH 096, MATH 097, and MATH 100. students’ affective barriers towards Students with COMPASS scores below learning mathematics. Pre-Algebra 43 are advised to take MATH 096. Students with COMPASS scores UNIVERSITY OF NEW MEXICO–GALLUP MATHEMATICS BRIEFING A current discussion taking place among 61.3%; in MATH 97, the success rate the Transitional Studies mathematics is 76.4%; in MATH 99 the success rate faculty is the status of calculators in the is 74.8%; and in MATH 100 the classroom, especially graphing calculators. success rate is 63.5%. An overall Much of the research suggests that increase in developmental mathematics students in developmental classrooms from the 2004-2005 baseline of 59.7% should not be using calculators because to 2005-2006 level of 69%. An overall they need to learn to do the calculations by increase of 10.7% for developmental hand. Conversely, other research suggests mathematics overall. that students need early and often exposure to graphing calculators in order • Increase the success rate of the to be familiar enough with them to be “gatekeeper” courses, including prepared for college algebra and beyond. college mathematics (it is assumed that This year a decision was made to prepare increases in the success rate of the students to use graphing calculators. The college mathematics classes is in part current MATH 096 textbook also has due to the instructional changes in exercises that help to familiarize students developmental mathematics as 97% of with the graphing calculators. entering students test into one or more developmental mathematics courses). Lessons Learned In MATH 118 (the first of two courses Two of the performance measures for the in a College Algebra sequence), the Achieving the Dream initiative involved success rate was 64% (an increase of developmental mathematics and assessing, 18% above the baseline) and in MATH if indirectly, the impact of the above 120 the success rate was 62.1% (an interventions. increase of 19% above the baseline). • Increase the success rates of students in the developmental courses. For 2005- 2006, in MATH 96, the success rate is VALENCIA COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile report to a resource center to work on Valencia Community College is located in problems from this test. Workshops Orlando, Florida and was founded in 1967. focusing on course competencies are The college has four campus locations, presented periodically. serving more than 45,000 students annually. The student population is The Supplemental Learning program uses diverse, with almost half belonging to the Supplemental Instruction model from minority groups. Sixty-three percent of UMKC. This program began in fall 2001 these students are part-time. at the Winter Park campus, and East and West Campuses began fall 2003 (data State of Developmental Education collected for 7 semesters on East and 9 semesters on West). Osceola began fall Valencia has a decentralized approach to developmental education. The 2005 (data collected for 3 semesters) and a college-wide focus on program began disciplines—three deans of mathematics and the four deans of communication—do spring 2006. Currently, Valencia has 52 all the scheduling of courses and hiring of developmental mathematics classes professors for the developmental courses utilizing this intervention. at their own campuses. Learning in Community (LinC): Valencia is linking three developmental Valencia has done a lot of work in this mathematics classes with the Student area. We are in the process of working Success course. This intervention began as through all course outlines. We have a pilot in summer 2002 focusing primarily finished three of the four developmental on student success and mathematics. LinC mathematics courses and several of the began college-wide data collection in fall college-level bridge courses such as 2006. Currently, Valencia has nine LinCs College Algebra, College Mathematics, collegewide. Statistics, and Pre-Calculus. Open Math Lab: The lab component for Since approximately 74% of the incoming three courses utilizes the open lab format. students are underprepared, the college is Students are required to attend the open now spending a lot of energy focusing on lab for 50 minutes per week, completing what has been successfully implemented assignments prescribed by a study plan in developmental mathematics at the formulated by diagnostic test scores. This institution and is in the process of scaling intervention began at the West Campus in up those initiatives. spring 2006 with data collection beginning in summer 2006. Pilot program started in Promising Intervention Strategies fall 2005 with data collected. and Evidence of Effectiveness CompHouse: This strategy began in fall The targeted population for these 2004 on West Campus for six semesters interventions is as follows: and began in summer 2006 on East CompHouse: Pre Algebra, Beginning Campus. The college-wide focus began an Algebra, and Prep Math Intensive fall 2006. It is targeted at helping Beginning Algebra students be successful with the state competency test. Students VALENCIA COMMUNITY COLLEGE MATHEMATICS BRIEFING Supplemental Learning: Pre Algebra, Beginning Algebra, and Prep Math Beginning Algebra, Intermediate Algebra, Intensive. and College Algebra LinC: Student Success linked to Pre Lessons Learned Algebra, Beginning Algebra, and CompHouse: Time on task and Intermediate Algebra. competency driven activities help with Open Math Lab: West Campus only—Pre student completion rates—i.e., Pizza Algebra, Beginning Algebra, and Prep Friday’s made the CompHouse popular! Math Intensive The informal, inviting environment made for a comfortable, pleasant learning Student outcomes include: atmosphere. • Improved college preparatory course Supplemental Learning: Each campus completion rates needs its own coordinator, and a college- • Improved fall to fall retention wide coordinating team is necessary to grow the program. The SL coordinating • Improved college preparatory program team is important for discussing college- completion rates wide standards for training SL leaders, • Improved rates of completion of 15 training faculty, data collection/data credit hours sharing, recruiting SL leaders, and marketing the program to students. • Improved mathematics competency Attendance is essential, although at this • Strengthened student engagement time it is voluntary. These interventions are evaluated as LinC: Early faculty development for follows: curriculum combinations and ongoing CompHouse: College wide competency planning with your peer instructor and exam/state competency exam, attendance success coach is essential. Marketing and data, and evaluation survey advertising directed to a specific cohort of students was helpful. We reached our Supplemental Learning: Cohort data, target goal of nine out of nine courses competency exam, college wide final filled. exam, attendance, and course completion rates, evaluation surveys, and focus groups Open MathLab: Orientation and training LinC: Cohort data, student success of lab instructors is essential. Since we are portfolio (my portfolio), CCSSE, using a computer software (MyMathLab), personality profiles, learning styles (True registration for all students was completed Colors and MBTI), integrated assessment prior to the first day of class. We had entire class orientations instead of drop-in Open MathLab: Diagnostic test, prep orientations. The lab received great mathematics learning plan, mastery tests support and resources from computer addressing competencies for Pre Algebra, support services, facilities management, the provost, and the dean. WAYNE COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile years, with an emphasis on students from Wayne Community College, located in the point of their admission through their Goldsboro, North Carolina, is one of 58 enrollment in various developmental community colleges in the growing North mathematics courses, culminating with Carolina Community College System. The their performance in the various college- College was founded in June 1957 and level mathematics courses. offers 40 degree (AA, AS, AFA, AAS), 14 diploma, and 20 certificate programs to The QEP is structured to fit the College’s over 4,000 students a year and also offers planning model. Like the model, the QEP approximately 100 continuing education requires that goals and objectives include courses to almost 10,000 students the following information: the department annually. originating the objective, the intended outcome, the assessment criteria, the State of Developmental Education resources needed to accomplish the objective, and the target beginning or Wayne Community College has focused completion date, whichever is more on the issue of developmental education applicable. Also, the structure of both for a number of years. As part of the planning processes requires an evaluation College’s ongoing continuous of the results of each goal or objective. improvement process that is tied directly The outcomes must be examined to into the College’s planning process, determine successful completion. retention of high-risk students was Objectives that are not complete are identified as a key component to student modified for improvement and are success. In July 2000, a Continuous continued during the next planning cycle. Improvement Project (CIP) on retention was developed to examine programs, Beginning fall 2005, the Developmental activities, and processes impacting all Studies Department originated as an students, but especially developmental integrated department featuring students. developmental education courses in English, reading, mathematics, and study Promising Intervention Strategies skills; a department head responsible for and Evidence of Effectiveness oversight of this area; and seven full-time The College recognized the need to faculty who also serve as academic conduct a college-wide comprehensive advisors for at-risk developmental study of developmental education and students. (At-risk developmental students made this area the focus of the re- are defined as those individuals who place accreditation process as established by the into two or more of the lowest-level Southern Association for Colleges and developmental education courses.) Schools (SACS). An array of data was used to support the College’s decision to Lessons Learned select Developmental Math as the primary One initiative that has been implemented focus for the Quality Enhancement Plan this past year is an early alert and tracking (QEP). By integrating the QEP into its effort. This initiative has been developed annual planning activities, the College has to contact students who, due to class acknowledged a commitment to the QEP’s absences or poor academic performance, goals and outcomes over the next four have been referred by an instructor to a WAYNE COMMUNITY COLLEGE MATHEMATICS BRIEFING developmental studies retention advisor. that although many students inform Before the last date to drop, instructors are advisors that they are performing poorly asked to refer students to the advisor; also, due to life issues (i.e., lack of childcare, midterm reports indicating class transportation, care for an ailing parent), performance are also used to identify and they also have expressed their satisfaction contact students at risk of failing. with this personal contact as indicative of how much college faculty, and personnel Students are contacted by phone, e-mail, care about students' academic success. or letter to meet with the advisor and are provided with additional academic Out of 96 students who were contacted counseling or referrals regarding tutoring, through early alert, 23 students passed supplemental instruction, or personal developmental mathematics with a C or counseling. One lesson we have learned is better. YAKIMA VALLEY COMMUNITY COLLEGE MATHEMATICS BRIEFING Institution Profile developmental mathematics course and Yakima Valley Community College more than 50% required four or more. (YVCC) has two campuses located at Yakima, WA and Grandview, WA. Fall Developmental education is critical to 2005 enrollment was 6979 students: 60% student success efforts at YVCC. The full-time; 66% female; 60% under 30 years majority of students spend at least two of age; more than 50% ethnic minorities. quarters in developmental coursework and Student intention is nearly split in thirds need to proceed with skill acquisition as between transfer, vocational, and basic quickly as possible. Both the English and skills. Math Departments have been experimenting with alternative placement and/or State of Developmental Education remediation activities in an attempt to ensure student success while cutting down on the Developmental Education at YVCC is duplication of activities and decreasing the integrated within the appropriate discipline: amount of time spent in developmental English or Math. There are three levels of courses. developmental English courses and five levels of developmental mathematics courses. A great deal of effort has been Promising Intervention Strategies expended to align developmental course and Evidence of Effectiveness sequences with expectations for success in A current YVCC developmental college level courses. Prerequisite skills mathematics intervention strategy is to raise have been identified and sequenced in awareness of the Math Center. The target courses leading to college level coursework population for this project is any student and/or for co-enrollment in developmental taking a mathematics class. It is hoped that and college-level coursework. Placement is this project will lead to better grades in their mandatory based on ASSET or COMPASS mathematics classes. In order to evaluate scores and/or previous course completion. effectiveness, the mathematics faculty is Most college-level courses in both the Arts informing their students every quarter of the and Sciences and Workforce Education benefits of using the Math Center. This Divisions identify prerequisite English and project has been implemented since the Math skills and/or courses, including most opening of the Math Center 12 years ago. requiring college-level English skills and Current evidence indicates that students who some mathematics skills before enrolling in use the Math Center are as much as 12% courses. more successful in their mathematics classes than the students who do not. Placement testing data indicated that more than 90% of potential students who came to Lessons Learned YVCC and took placement tests in 2004/05 YVCC has learned a number of things by would have been required to enroll in at implementing this project: least one developmental mathematics course • Students who use the Math Center if they came to the college. Actual data on have higher homework scores newly entering students in fall 2005 • Students who use the Math Center indicated that more than 60% of those who are more likely to ask questions in registered required at least one class YAKIMA VALLEY COMMUNITY COLLEGE MATHEMATICS BRIEFING • Students who use the Math Center take a more active role in their learning • Students who use the Math Center are more likely to use the textbook’s supplements, which include online services and tutorial software. ZANE STATE COLLEGE MATHEMATICS BRIEFING Institution Profile Promising Intervention Strategies Zane State College is an associate degree and Evidence of Effectiveness granting institution that shares a campus Developmental Math’s Relationship to with a branch of Ohio University and has a Student Success fall enrollment of 1,950. Zanesville is The analysis of the data on Zane State’s located in Appalachia, and the surrounding Achieving the Dream cohort indicated region has the associated characteristics of performance in mathematics is the most high unemployment and low educational important predictor of persistence. The attainment. The student population is 92 entering cohorts of 2002 and 2003 were percent white and 60/40 percent divided into two groups: persisters and female/male. Sixty percent are less than 25 dropouts. Persisters enrolled for at least one years old, 66 percent are full-time, and 34 credit hour of coursework in the fall term are percent part-time. following their year of enrollment. Dropouts did not register for any credit hour in the fall State of Developmental Education term following their year of enrollment. The Zane State’s developmental education group sizes, performance on the placement courses are centralized and coordinated by a test, completion of developmental program, director who also oversees the learning and performance in developmental program center, tutorial services, and the new student for these two groups were compared. Nearly orientation course. The developmental 42% (322 out of 765) of the entering cohorts education program is part of an academic were placed two levels below college level division that includes the college-level mathematics based on their performance in general studies courses and faculty. The the Accuplacer placement test. Some of institution’s small size facilitates the these students enrolled in developmental program director’s ability to work closely mathematics courses while others did not. with the college-level general studies faculty After one year, 74% of those who completed to insure congruency in the curriculum. As a developmental mathematics courses were result, students earning a C or better in the still in college. On the other hand, just 37% highest-level developmental courses have of those who did not complete a successfully earned a C or better in targeted developmental mathematics course were still college-level courses at the following rates: enrolled in college. Reading to Introduction to Psychology or The following conclusions are drawn from Sociology – 81% the research data: Developmental English to first college level English composition course – 87% • The percentage of students testing Pre-algebra to Introduction to Algebra – two levels below college level 70% mathematics is consistent (around 40%) between persisting student Pre-business Math to Business Math – 78% group and dropout group. The developmental education coursework • There is a large gap in completion of has Advanced Certification from the developmental mathematics courses National Association for Developmental between the two groups. The Education. majority of persisting group, 74%, completed the developmental ZANE STATE COLLEGE MATHEMATICS BRIEFING mathematics course contrasted with Outcomes are measured as follows: only 37% of dropout group. • Increase retention by 5 percent. • The performance of students in • Increase the number of developmental mathematics courses developmental students who enroll from both persisting and dropout and successfully complete groups are similar: 56% getting a developmental mathematics in their “C” or above from the persisting first and second quarters. group compared with 51% from the dropout group. Strategies Contributing to Student Success • The most significant result of Zane in Developmental Math Courses State’s 2005-06 research study has Learning outcomes, assessments indicate been the identification of the group students who complete developmental at highest risk of dropping out mathematics are prepared for college-level between two consecutive fall courses and succeed as well as the students quarters. Students who are placed in who place directly into college level. The developmental mathematics courses following practices contribute to the success two levels below college level of the developmental mathematics courses: mathematics and fail to complete the • Credit by Exam process allows developmental mathematics course students with just a few skill are at highest risk of dropping out. deficiencies in computation to fast Achieving the Dream intervention track through the computation strategies focus on this group of course. students. • Faculty are required to have degrees Achieving the Dream Intervention Strategies in education. The following intervention strategies have • All faculty follow standard syllabi just begun in fall quarter 2006: and give departmental tests. • Increase the number who enroll in • The mastery learning process is part developmental mathematics and of each course. successfully complete the courses during their first year by hiring an • An integration of traditional additional academic advisor for classroom teaching activities and developmental students and revising completion of computerized technical program curriculums that assignments on My Math Lab during do not have required mathematics class time has increased final grades. courses in the first year. • Professional mathematics tutor is • Participate in the Foundations of available by appointment in the Excellence program to research and learning center. develop an integrated first year • Students must pass an exit exam. experience program that will increase the satisfaction and • Regularly scheduled outcomes retention of the targeted group as assessments are conducted and well as all the college’s freshmen. courses are revised to address weaknesses.

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