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Technical Math Redesign presentation Hawkes Learning Systems 2014
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Creating New Pathways to Success in
Technical Mathematics
Holly Ayers, Ozarka College
How Did We Get Started?
“Simply ask: how would we do things differently if we put learning first? Then do it.”
-Barr & Tagg
NCAT Emporium at Ozarka College
Attendance Policy and
Demographic Tracking
Teaching
Vs.
Facilitating
Co-Enroll Options
Course Format
And
Lab Access
Technical Math
Components
Outcomes Assessment
Faculty Inquiry
• Acceleration • Integration: Developmental and Technical• Multiple Pathway Options• Decreased Cost to Student and Institution• Best Practice Scaling• Faculty Research/Inquiry• Policy Development
Program Goals
• Acceleration of Math Pathways• NCAT Emporium Model Utilization• Modularization• Mastery-Based• Computer Lab Utilization• Standardized Curriculum• Technical Math/Developmental Math Integration• Curriculum Alignment
Program Characteristics
Next StepsIntegrating Technical Math
Technical Math Modules and Program Pathway Guidance Math for Allied Health Math for Business Technology Diagnostic testing to determine developmental needs prior to
technical math entry Multiple pathways for students in program transition
Faculty Inquiry Team Student Participant Guide Course Exit Interview Advising Guide for Faculty Transcripting modules-completion and progress Outcomes Assessment
Challenges of Redesign
CommunicationMarketingPlacementAdvisingCapturing the DataAssessment of OutcomesCulture ShiftPolicy Issues Institutional Buy-In
Adjusting to Student Needs:Student Participant Guide
Student Information: Why, How, WhenStudent ExpectationsAttendance PolicyPacing Guides
Foundations Module 1 or Both Foundations/College Algebra Co-enroll Math for Allied Health Math for Business Technology
Pathway OptionsOpen Exit Option
Adjusting to Student Needs: Exit Interview
Goals Determine “why” and “when” students withdraw Build appropriate support mechanisms for student success
Components Review of individual goals Review of individual progress Identification of resources for referral Advising for program completion/consequences of withdraw/pathway options
Assessment Retention Persistence Degree Completion Academic and Student Support Services Collaboration
Adjusting to Institutional Barriers:Advising Guide for Faculty
Math for Business TechnologyBTMA1033
This is a redesigned course that replaces the Math with Business Applications course and allows students to successfully complete transitional math and business math within the same semester.
Math for Business Technology is broken down into 2 modules: Module 1 is chapters 1-7 of Foundations of Math, and Module 2 is 5 chapters of business-focused math.
Math for Business Technology is a self-paced course with instructor assistance in a computer lab environment. Individualized tutoring in-class by the instructor is the main approach to assisting the student through
troublesome topics. Students that run into no problems with the topics are encouraged to work ahead of pace.
Successful Completion Students must complete both modules in order to pass Math for Business Technology. A grade of ‘F’ is assigned if both modules are not completed by the end of the semester. Students must complete all assigned sections in a chapter, then take the chapter test. Students must make
70% or above to be considered passing that test.** However, a final grade of minimum 80% is required to pass the course.
Math for Allied HealthAHMA1033
This is a redesigned course that allows students to successfully complete transitional math content and nursing math within the same semester.
Math for Allied Health is broken down into 2 modules: Module 1 is chapters 1-7 of Foundations of Math and Module 2 is 6 chapters of nursing-focused math.
Individualized tutoring in-class by the instructor is the main approach to assisting the student through troublesome topics. Students that run into no problems with the topics are encouraged to work ahead of pace.
Successful Completion Students must complete both modules in order to pass Math for Allied Health. A grade of ‘F’ is assigned if both modules are not completed by the end of the semester. Students must
complete all assigned sections in a chapter, then take the chapter test. Students must make 90% or above to be considered passing that test.
Students must pass the final exam with a 90% or above to pass the course.
Placement: Pre-Redesign
Placement Scores Semester 1 Semester 2 Semester 3
ACT: 0-17 or COMPASS: Pre-
Alg 0-99
PCMA0003 PCMA0013 NRSG1213 or MATH1103
PCMA0013 NRSG1213 or MATH1103
ACT: 16+
COMPASS: Pre-Alg 36+
NRSG1213
Overcoming Barriers:Redesign Placement
Placement Scores Semester 1
ACT: 0-17 or COMPASS: Pre-
Alg 0-99
BTMA1033
AHMA1033
ACT: 16+
COMPASS: Pre-Alg 36+
NRSG1213
Overcoming Barriers: Placement Pathways Options
Pathways: Math Course Completion
Model
PCMA0033
Module 1 Completion
MATH1213
Quantitative Literacy
Re-Enroll in PCMA0033 to
Complete Module 2
MATH1203
College Algebra
PCMA0033 and College Algebra
Co-Enroll
PCMA0033
Module 1 & 2 Completion
Math 1203
College Algebra
MATH1213 Quantitative Literacy
BTMA1033 or AHMA1033
Technical Math
Math 1213 Quantitative Literacy
PCMA0033-Mod 2 College Algebra Co-
EnrollNRSG1213
Math for Nurses
Overcoming Barriers: Advising and Transfer
Transcripting developmental and technical modules
Student Mid-term Mid-Term Progress Final Final Progress
Student Name
ABCDF
Complete DE Module 1Complete DE Module 2Co-Enroll QualifiedComplete BT MathComplete AH Math
ABCDF
Complete DE Module 1Complete DE Module 2Co-Enroll QualifiedComplete BT MathComplete AH Math
Overcoming Barriers:Course Level Outcomes, Attendance, Demographics and Early Alerts
GETTING RESULTS
REDESIGN IMPACT: Technical MathStudent Program Retention:
29% Increase
Gateway Course Completion in 2 semesters (*Students Requiring Remediation):
33.43%-Traditional, 86.6% Redesign
Gateway Course Completion in 1 semester (*Students Requiring Remediation):
0% Traditional, 56.6% Redesign
Next Steps:Overcoming Barriers
Technical and Transfer PartnershipRetention and Persistence DataFinancial Aid ConsiderationsSupporting Technical Program CompetenciesShifting the “Technical/Vocational Culture”Supporting Program Completion-Unintended Outcomes
Q & A?
Holly Ayers-Division Chair
Math, Science and Education
Ozarka College
870-368-2040