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University of Wisconsin & NASH TS3: Redesigning the Math Pathway Madison January 18 2017

This presentation highlights the need to redesign the math pathway for college students and explores the innovative approaches being implemented to increase student success in credit-bearing math courses. The challenges and strategies for system-wide implementation are also discussed.

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University of Wisconsin & NASH TS3: Redesigning the Math Pathway Madison January 18 2017

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  1. University of Wisconsin & NASH TS3:Redesigning the Math PathwayMadison January 18 2017

  2. Redesigning the Math Pathway recognizes the importance of getting students to pass credit-bearing courses Redesigning the Math Pathway • What’s exciting • Innovative approaches to math entry-level • Growing consensus that not every college student needs algebra • Need to redesign the pathway to STEM majors as well • What are the challenges? • Faculty buy-in is particularly critical • Math pathways at 2-yr institutions need to transfer to 4-yrs AIM: “Our aim is to, within a certain number of years, to appropriately increase the number of students who complete their credit-bearing gateway math course, differentiated by career aspirations, in their first 30 credits.”

  3. The Co-requisite Model in the Tennessee Board of Regents Universities and Community Colleges Dr. Randy Schulte Associate Vice Chancellor for Academic Affairs Tennessee Board of Regents Randy.Schulte@tbr.edu

  4. Prerequisite Remediation Q: What % of community college students with under 19 ACT passed a credit-bearing college level Math class in their first year of college? WORD PROBLEM 2012-13

  5. Prerequisite Remediation A: 12.3 % WORD PROBLEM 2012-13

  6. Completion of Gateway Math by ACT Sub-scoreCommunity College Pre-requisite Model vs. Co-requisite Pilots

  7. Co-requisite Remediation PILOT 2014-15 Mathematics 9 Community Colleges 1019 students

  8. Completion of Gateway Math by ACT Sub-scoreCommunity College Pre-requisite Model vs. Co-requisite Pilots

  9. Co-requisite Remediation Full System Implementation Fall 2015

  10. Completion of Gateway Math by ACT Sub-scoreCommunity College Pre-requisite Model vs. Co-requisite Model 9479 Students 7422 Students

  11. Remediation at Roane State Community College Prior to Fall 2015 • Emporium Model • Self-paced, based on MyMathLab • 5 Modules with options to complete in one or two semesters

  12. Prerequisite Remediation Pipeline Students with ACT< 19 Leaky N=805 MATH 0891 MATH 1530 Complete 29% Pass 14% MATH 1530 MATH 0892 Incomplete 25 % Pass 18% Pass 6% Success! Withdraw/Fail Don’t return Withdraw/Fail Withdraw/Fail Don’t return Withdraw/Fail 375/805 46% 63/805 7.8% 55/805 6.8% 51/806 6.1% 62/805 7.7% 46/805 4.5% 20% Course Repetitions 2.2%

  13. Roane State Community CollegeCo-Requisite Remediation Pipeline Students with ACT  19 Students with ACT< 19 N = 564 N = 468 MATH 1530 MATH 1530 & MATH 0530 Success! Success! 65% 58% 35 % 42 % Withdraw/Fail Withdraw/Fail

  14. Completion of Gateway Math by ACT Sub-scoreUniversity “MATH1000” Model vs. Co-requisite Model 3335 Students 2803 Students

  15. Co-requisite Remediation Disaggregation

  16. Completion of Gateway Math by ACT Sub-scoreCommunity College Pre-requisite Model vs. Co-requisite Model

  17. Completion of Gateway Math by ACT Sub-scoreCommunity College Pre-requisite Model vs. Co-requisite Model

  18. Completion of Gateway Math by ACT Sub-scoreCommunity College Pre-requisite Model vs. Co-requisite Model

  19. Completion of Gateway Math by ACT Sub-scoreUniversity Pre-requisite Model vs. Co-requisite Model

  20. Strategies for System-wide Implementation MATHEMATICS COREQUISITE MODEL

  21. Now affirmed by the Conference Board of Mathematical Sciences REALIGNMENT OF MATHEMATICS PATHWAYS

  22. System-wide Collaboration • Mathematics Academic Leaders and • Discipline-specific Faculty • Tennessee Transfer Pathways curricula development and revision

  23. Gateway Math Class Distribution

  24. Completion of Gateway Math by ACT Sub-scoreDisaggregated by Mathematics Course

  25. Data Analytics, Collaboration, Planning MATHEMATICS Corequisite Academies

  26. System-wide One-day Meetings • 3-Person Teams of Mathematics Academic Leaders and Faculty • Review of results system-wide • Presentations by high-performing campus teams

  27. System-wide One-day Meetings • Inter-institutional group work on key going to scale and continuous improvement factors • Pedagogy • Scheduling • Staffing • Technology • Outreach • Support

  28. System-wide One-day Meetings • Planning Template for each institutional team • Institution-specific data • Due date for completed templates

  29. Related Data Points

  30. Average Community College Instructional Cost per Successful Student in Mathematics Pre-requisite Model Co-requisite Model Is Corequisite Remediation Cost-Effective? Early Findings From Tennessee Belfield, Davis & Lahr, Community College Research Center, Columbia University

  31. 8% University students who passed a Math class in their 1st Year Pre-requisite Model Co-requisite Model Pre-requisite Model Co-requisite Model

  32. 18% 33% Community College students who passed a Math class in their 1st Year Pre-requisite Model Co-requisite Model Pre-requisite Model Co-requisite Model

  33. Questions…

  34. For More Information: Dr. Tristan Denley Vice Chancellor for Academic Affairs Tennessee Board of Regents Tristan.Denley@tbr.edu Twitter: @TDenley

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