Open-Entry Math Program Pikes Peak Community College Summer and Fall 2010

1. Open-Entry Math Program Pikes Peak Community College Summer and Fall 2010 Marilyn Frydrych PPCC College Prep Math Faculty

2. Four campuses in metropolitan Colorado Springs About 22,000 students About 4,500 college prep math students The Web-based program MyMathPlus used in regular college prep math classes Pikes Peak Community College 

3. The mission of the Open-Entry Math program is to�provide an alternative choice to the regular math classroom. �� It affords a learning environment where challenged college prep math students can succeed in their quest to complete their required math courses and where students needing to refresh their math skills�can�move forward to complete�two or three courses in�one semester. We are attempting to address the needs of two types of students on either end of the spectrum of learning.We are attempting to address the needs of two types of students on either end of the spectrum of learning.

4. Open-Entry Math Objectives Service a fraction of the college prep math students Provide an alternative learning environment for students unproductive in their regular classrooms. Provide an opportunity for students who have taken the material previously to fast track through the courses.

5. Open-Entry Math Started two years ago Students start as soon as they register. Three possible start dates for each course Serves less than 10% of math students Meets math faculty demands of retaining PPCC math standards

6. Serves only college prep classes Basic Math Pre-Algebra Elementary Algebra Intermediate Algebra Uses the Web-based program ALEKS Meets 5 hours per week Requires students to sign contract promising to adhere to syllabus Requires students to reach 95% in ALEKS Open-Entry Math (Continued) The MTWTh requirement and the contract address the fact that these students often are still learning college level study habits, particularly how to schedule studying math throughout the week. These students seem to process their math better in smaller chunks.The MTWTh requirement and the contract address the fact that these students often are still learning college level study habits, particularly how to schedule studying math throughout the week. These students seem to process their math better in smaller chunks.

7. ALEKS Observations ALEKS� strength is that it offers Only work that students are ready to handle Review Repetition

8. Observations (Continued) ALEKS builds math egos Motivated students fly through courses.

9. Answers students� questions Teaches new instructors Markets the Open-Entry program Implements improvements Handles paperwork Assesses how well Open- Entry meets objectives of its mission statement Open-Entry Coordinator 

10. Three Types of Students Enrolling in Open-Entry Transfers from regular math classes First day students Late start students

11. Three Types (Continued) Transfers from regular math classes Directed to Open-Entry by regular class instructors Recommended by counselors and advisors. Targeted by posters I send out electronic flyers and reminders to all the college prep instructors asking them to explain to those students who are not doing well in their classes that there is another option. Our previous president was bent on improving the retention of the math students. He had made it known that he would be looking at retention and pass rates of all the college prep math instructors. Thus there was good reason for instructors to want to encourage their failing students to transfer into Open-Entry.I send out electronic flyers and reminders to all the college prep instructors asking them to explain to those students who are not doing well in their classes that there is another option. Our previous president was bent on improving the retention of the math students. He had made it known that he would be looking at retention and pass rates of all the college prep math instructors. Thus there was good reason for instructors to want to encourage their failing students to transfer into Open-Entry.

12. Three Types (Continued) Students starting first day of semester Returning ALEKS students Last minute students Often have no idea what Open-Entry is. Often procrastinators who belong in Open-Entry Sometimes transfer out into a regular math class. Often, on the first day, returning students persuade new students to stay in the class. We will change our section numbering starting this next semester. All Open-Entry Math courses will have a section number starting with �M�. Previously the sections had numbers indistinguishable from ordinary math courses. Now, if we market the �M� well, students will know what they are signing up for. The bookstore will benefit from this. Now they can make sure Open-Entry Math students do not buy textbooks. Statistically at PPCC, students registering late fail their math class about 90% of the time.We will change our section numbering starting this next semester. All Open-Entry Math courses will have a section number starting with �M�. Previously the sections had numbers indistinguishable from ordinary math courses. Now, if we market the �M� well, students will know what they are signing up for. The bookstore will benefit from this. Now they can make sure Open-Entry Math students do not buy textbooks. Statistically at PPCC, students registering late fail their math class about 90% of the time.

13.  Students Starting as late start students (not transferring from a regular class) Troops returning from Iraq and Afghanistan High school students Home-schooled students We don�t get many high school or home schooled students entering after the semester has started. I do remember one instance of a counselor at a high school hoping to give a senior one last chance to get through a required math course. She was hoping the structure of our Open-Entry would work for him. He started with about a month to go in the semester. It wasn�t enough time. However, he did make good progress for a while. The counselor had learned about our program because once a year our community college and representatives from the local high schools get together to discuss what we are each doing. We don�t get many high school or home schooled students entering after the semester has started. I do remember one instance of a counselor at a high school hoping to give a senior one last chance to get through a required math course. She was hoping the structure of our Open-Entry would work for him. He started with about a month to go in the semester. It wasn�t enough time. However, he did make good progress for a while. The counselor had learned about our program because once a year our community college and representatives from the local high schools get together to discuss what we are each doing.

14.    Student Costs  � Non-transfers: Registration costs and ALEKS fee Transferring students: ALEKS fee No book fee (e-book available in ALEKS) The ALEKS code is time dependent. It can cost from $47 to $110 at our bookstore.The ALEKS code is time dependent. It can cost from $47 to $110 at our bookstore.

15. How Classes Are Built into College System Five classes on two campuses and two more on a third campus Many sections for each class 4 math courses in each classroom Multiple start-date options for each course We now have 12 classes meeting. It takes 5 pages to print all the various sections.We now have 12 classes meeting. It takes 5 pages to print all the various sections.

16. How Classes Are Built (Continued) Must transfer from Full semester class into full semester class Late start class into late start class Third trimester class into third trimester class

17. Classroom Format Maximum classroom enrollment limited to available computers: 20 � 35 No lectures. Tutor runs the class. Sometimes Supplemental Instructor (students) help.

18. Classroom Format (Continued) Fast track students (10%) mixed with others Students work ALEKS problems in required notebooks Formatting Vocabulary lists Formula lists No chicken scratching Notebooks help assure success on tests. If a student is in the habit of writing everything in an organized fashion, he will be more likely to do so on tests. The format used in the notebooks is illustrated in the syllabus. Vocabulary is an important part of math. Often students know how to do a problem on tests, but because they haven�t picked up the vocabulary they don�t know what�s expected of them. Formulas are placed in the front and back cover so that they may be accessed quickly.Notebooks help assure success on tests. If a student is in the habit of writing everything in an organized fashion, he will be more likely to do so on tests. The format used in the notebooks is illustrated in the syllabus. Vocabulary is an important part of math. Often students know how to do a problem on tests, but because they haven�t picked up the vocabulary they don�t know what�s expected of them. Formulas are placed in the front and back cover so that they may be accessed quickly.

19. Classroom Format (Continued) 1 hour 15 minutes classes Tried 2 hours and 1 hour 1 hour too short Instructors use �Time and Topic� to focus on who needs help. Not all students using ALEKS in class. Some doing practice tests Some going over introductory PowerPoints The classroom is not just students staring at computer monitors. Students interact with the instructor as part of their preparation for their next test. Some students take their tests in class. In this case, a table is isolated off to the side or the back and the rest of the class is asked to keep the noise down. ALEKS provides �Time and Topic� as an option for instructors. It tells how much time a student spends working on problems each day and how many concepts were mastered during that time. If a student isn�t progressing, the �Time and Topic� ratio will be low. Then instructor can offer help without the student seeking it. The shorter time frame requires that students do more work outside class. This doesn�t always happen.The classroom is not just students staring at computer monitors. Students interact with the instructor as part of their preparation for their next test. Some students take their tests in class. In this case, a table is isolated off to the side or the back and the rest of the class is asked to keep the noise down. ALEKS provides �Time and Topic� as an option for instructors. It tells how much time a student spends working on problems each day and how many concepts were mastered during that time. If a student isn�t progressing, the �Time and Topic� ratio will be low. Then instructor can offer help without the student seeking it. The shorter time frame requires that students do more work outside class. This doesn�t always happen.

20. Tests PPCC has very high math standards with difficult tests Open-Entry tests are the same level of difficulty Only one chance per test 2 paper tests: Mid-term and final Online chapter tests proctored in the testing center Though Open-Entry Math is self-paced, the students have to master the same material the regular students do and in the same time frame. They also have to take tests that have a very different format from what they are used to with ALEKS. Whereas some students find working with ALEKS much easier than learning from a lecture format, they are handicapped because of the different structure of the questions in ALEKS from those on the tests.Though Open-Entry Math is self-paced, the students have to master the same material the regular students do and in the same time frame. They also have to take tests that have a very different format from what they are used to with ALEKS. Whereas some students find working with ALEKS much easier than learning from a lecture format, they are handicapped because of the different structure of the questions in ALEKS from those on the tests.

21. Tests (Continued) Three prong attack 1. Paper practice tests familiarize students with Format of PPCC tests Vocabulary on tests Level of difficulty of tests 2. Explanations and problems from E- book for additional practice ALEKS doesn�t cover all the topics in PPCC�s syllabi. The students need to be introduced to the new topics and given plenty of practice with them. PPCC�s standards are extremely high. Our tests often contain difficult examples of the concepts being tested. ALEKS doesn�t� always give enough practice on the level of difficulty PPCC demands. Whereas the practice tests introduced the students to concepts they could expect on the tests but hadn�t seen in ALEKS, one problem on the practice test doesn�t drill the concept home. They needed multiple problems to practice. Students are given lists of additional practice problems from the E-Book. ALEKS doesn�t cover all the topics in PPCC�s syllabi. The students need to be introduced to the new topics and given plenty of practice with them. PPCC�s standards are extremely high. Our tests often contain difficult examples of the concepts being tested. ALEKS doesn�t� always give enough practice on the level of difficulty PPCC demands. Whereas the practice tests introduced the students to concepts they could expect on the tests but hadn�t seen in ALEKS, one problem on the practice test doesn�t drill the concept home. They needed multiple problems to practice. Students are given lists of additional practice problems from the E-Book.

22. Tests (Continued) 3. One ALEKS quiz before each test Can be taken unlimited times Placed under �homework� button so students can control start time Most tests taken in a testing center (class period too short) Final taken after reaching 95% in ALEKS Making test corrections can become meaningful when done one-on-one with your instructor. The instructor can note repeated mistakes and give on the spot practice in doing that type of problem correctly. The instructor can also leave the student with a positive feeling about the test. He has the possibility of building the student�s ego by making encouraging statements about the mistakes the student made.Making test corrections can become meaningful when done one-on-one with your instructor. The instructor can note repeated mistakes and give on the spot practice in doing that type of problem correctly. The instructor can also leave the student with a positive feeling about the test. He has the possibility of building the student�s ego by making encouraging statements about the mistakes the student made.

23. Tests (Continued) Instructors determine if students ready for tests Go over practice tests with students Check that quizzes are done After tests instructors work one-on-one on test corrections We started at 85%, but soon learned that that meant the students hadn�t been introduced to 15% of the material. They couldn�t be expected to succeed in their next math course. The ability in this classroom format for the instructor to interact with their students before they take their tests is a bonus. A good instructor can increase the students� test grades by 10 points or more by noting and addressing weaknesses before the test.We started at 85%, but soon learned that that meant the students hadn�t been introduced to 15% of the material. They couldn�t be expected to succeed in their next math course. The ability in this classroom format for the instructor to interact with their students before they take their tests is a bonus. A good instructor can increase the students� test grades by 10 points or more by noting and addressing weaknesses before the test.

24. PPCC�s Use of ALEKS We integrate ALEKS with Messersmith texts. Messersmith writes just as she lectures Must match chapter content of PPCC�s texts with course content available in Messersmith Miller/O�Neill/Hyde texts have all the bells and whistles ALEKS has to offer. It�s well worth the extra time it takes to fit our syllabus with this text. The direct access to the page in question of ALEKS� E-book is an example. The many different video options for explaining each problem is another. If the material taught in our Basic Math course is covered in two chapters of the Miller/O�Neill/Hyde text, then we can set parameters in ALEKS to treat the two chapters as one chapter. For those instances when one chapter in Miller/O�Neill/Hyde covers two of our chapters, then we are forced to rewrite the two tests for our chapters so that they fit in one test.Miller/O�Neill/Hyde texts have all the bells and whistles ALEKS has to offer. It�s well worth the extra time it takes to fit our syllabus with this text. The direct access to the page in question of ALEKS� E-book is an example. The many different video options for explaining each problem is another. If the material taught in our Basic Math course is covered in two chapters of the Miller/O�Neill/Hyde text, then we can set parameters in ALEKS to treat the two chapters as one chapter. For those instances when one chapter in Miller/O�Neill/Hyde covers two of our chapters, then we are forced to rewrite the two tests for our chapters so that they fit in one test.

25. PPCC�s Use of ALEKS (Continued) We use the Gradebook. We use Quicktables (Multiplication and Division practice) We use Homework for our quizzes. (Students control start time.) We set expiration date of chapters Two weeks after the end of the semester. One day after the other. The purpose of setting the expiration dates of chapters at the very end of the semester is to allow any student starting late in the semester to have access to all the chapters. By giving two or more chapters the same expiration date, you are able to treat those multiple chapters as one.The purpose of setting the expiration dates of chapters at the very end of the semester is to allow any student starting late in the semester to have access to all the chapters. By giving two or more chapters the same expiration date, you are able to treat those multiple chapters as one.

26. Progress and Finishing ALEKS individualizes each student�s progress through assessments. Within the first week, students schedule how many topics they must cover each week to finish Students take 15 to 200 hours to reach 100% in ALEKS. Some students with long-term memory challenges take a year or more per class.

27. Progress and Finishing(Continued) Up to three courses have been completed in one semester. 33% do little or no homework and so don�t finish.

28. Grades Given at the end of the semester No incompletes For a student taking more than one course in a semester First grade withheld until second course is finished except for the final If second course not finished, no grade.

31. 2010 Statistical Results(Spring, Summer, Fall)

32. 2010 Statistical Results Nevertheless, since (most) all students were failing when they entered the Open Entry format, Table 6 can also be read as roughly 3 out of 4 students who would have failed Math 030 and 060 passed, roughly 2 out of 3 students who would have failed Math 075 and Math 077 passed, and roughly 2 out of 4 students who would have failed Math 090 passed.

33. 2010 Statistical Results In conclusion, the t-test results suggest that the Open Entry format is still not bringing the performance of failing students up to the levels observed for students in comparable classes. Nevertheless, the data also indicate that the Open Entry format is definitely benefitting students and bringing them much closer to the performance levels of their counterparts. The data suggest that the program is more effective at lower course levels (e.g. Math 030 and Math 075) than higher course levels (e.g. Math 077 and Math 090).

34. ALEKS Observations A self-paced course is better for some students than a regular class. ALEKS� strength is that it offers Only work that students are ready to handle Review Repetition

35. Observations (Continued) ALEKS builds math egos Motivated students fly through courses.

36. What�s In Progress? We are: Trying to implement modules within each class Trying to find ways to motivate outside class work Trying to minimize administrative overhead Trying to incorporate guest speakers addressing study skills and test anxiety twice a month.

37. Open-Entry Math Objectives Service a fraction of the college prep math students Provide an alternative learning environment for students unproductive in their regular classrooms. Provide an opportunity for students who have taken the material previously to fast track through the courses.

38. Acknowledgement I would like to acknowledge those companies who have provided free downloads of clipart. Discoveryeducation.com clipartElek.com Phillip Martin free-clipart-picture.net Clipartheaven openclipart.org