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Accelerated Mathematics Program at the Community college of Baltimore county June 15, 2011. Kristin Duckworth Christine Mirbaha Tejan Tingling. CCBC courses involved in accelerated math projects. MATH 081 – Basic Mathematics MATH 082 – Introductory Algebra MATH 083 – Intermediate Algebra
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Accelerated Mathematics Program at the Community college of Baltimore county June 15, 2011 Kristin Duckworth Christine Mirbaha Tejan Tingling
CCBC courses involved in accelerated math projects • MATH 081 – Basic Mathematics • MATH 082 – Introductory Algebra • MATH 083 – Intermediate Algebra • MATH 111 – Ideas of Mathematics • MATH 135 – Applied Algebra and Trig • MATH 163 – College Algebra All courses are 3 billable hours; Math 111, 135, and 163 are for college credit while the others above are not.
Math 081 and 082 Self-Paced • Diagnostic test given • Math 081 is 20 assessments, 082 is 14 assessments • Students must achieve 80% or higher on assessment to move on to next one • Must earn 70% on cumulative final exam after completing chapters • Students’ records are kept semester after semester
Math 081 and 082 Self-Paced PROS • Student spends time working on what they need to learn • Acceleration happens for precisely those who can handle it CONS • Works only for lower level courses • Expense • Course may be completed in middle of semester(wasted time) • Doesn’t work for students who need traditional instruction
MATH 082/081 4-Credit • Some MATH 081 material added to MATH 082 to create a 4 credit course • Students that scored in the upper quartile of Accuplacer placement scores for MATH 081 were eligible
MATH 082/081 4-Credit PROS • Learning experience (we learned not to screen) • Course worked well for many students who registered for it CONS • Filling the course • Wrong population registered for the course • Non-standard 4 credit 082 created registration/other difficulties • Not all 081 covered
7-and-7 • Two 7-week math courses taught back-to-back during same time period in one semester. • Students are allowed to register for second course at same time as they register for the first. • Students must pass first course to continue in second course.
7-and-7 PROS • Works with any two consecutive courses • No fundamental syllabus changes • Doesn’t have to be two math courses • Natural cohort forms • Can pair with Continuing Ed. Basic Skills Course CONS • Long class periods • Financial Aid issues if the first course is not passed • Manually withdraw students who fail first course • Theoretical, not forced acceleration
Accelerated Learning Program (modeled after English ALP) • 8 MATH 081 students register for both MATH 081 and MATH 082 concurrently. • Any 081 eligible student may register • The 8 students comprise the entire 081 class, while they are also a part of an 082 class with other regular 082 students. • Same instructor for both classes. • The students earn two separate grades.
Accelerated Learning Program (modeled after English ALP) PROS • Forced acceleration • Smaller class size • Good success rates in one semester pilot • Experiencing what’s required in higher level course • Additional time for student questions • Could theoretically pair 083 with statistics or liberal arts math course CONS • Expense of smaller classes • Instructors paid at lower rate • Not all topics in both classes • Some students focus only on higher course, may not pass lower course • Can’t do with all course pairings (082/083 or 083/163) • Overwhelming for some students
Integrated Courses • Two mathematics courses taught in back-to-back time periods are integrated into a one-semester six-credit course. • One instructor teaches both courses. • Students receive a separate grade for each course.
Integrated Courses PROS • Forced acceleration • Gain time from syllabus overlap (with proper pairings) • Easily done with any two consecutive algebra courses • Students are motivated (6 credit hour commitment) CONS • Need to do “unofficial screening” to get students that can succeed • Long class periods • 6 credit hours at risk (high risk/high reward)
Issues with Integrated Courses • Communication with/Advising of students • Consistency between sections • Grading system • Students passing higher level, but not lower level course • What is an integrated course pedagogically? Should there be a new 6 credit course? • Balance between traditional and accelerated courses. How many students can handle acceleration? • Integration for non-algebra courses
