2. Common Failure Rates in Developmental Math Pass Fail Nationally 30-50% 50-70% Ivy Tech Fort Wayne 32-53% 47-68% Ivy Tech Math 015 32-41% 59-68% (Fundamentals of Algebra I)

3. What is the Problem?  If the students just…  If the high schools just…  If admissions just…  If the advisors just..  If financial aid just…

4. Analogies to Consider:  I am a really good driver.  Who likes eggs?

5. Goals: Increase success rates Engage and retain students Math Emporium

6. Basic Principles of Mastery Learning Pretest Teach Test Remediate Retest

7. Historic Emporium Implementation (Examples) Virginia Tech 1997 Jackson State Community College 2006 Cleveland State Community College 2008 Ivy Tech Community College Fort Wayne 2011

8. Parameters: National Center for Academic Transformation (NCAT) standards (mandatory seat time model) Computer-based, self-initiated learning using MyMathLab Modularized content that must be mastered to advance Students move at own their pace (with guidelines) Just-in-time information via instructor and/or tutors Repeaters by begin where they left off

9. Initial Ivy Tech Fort Wayne Math 015 Emporium Design 9 MODULES Pre Test 80% or better = skip module Homework 100% Quizzes 80% Practice Test 90% Post Test 70%

10. Small Labs Seat 24 students Facilitated by an instructor Supplemented with a tutor

11. Large Labs Seat 50 students Facilitated by 3 tutors (two from small lab)

12. On demand assistance enhances learning Self-based learning allows students to spend time on topics that are unfamiliar and skip material they already know.

13. The model engages all learning styles and provides for accommodations.

14. In the words of Philip Uri Treisman, Ph.D., Professor of Mathematics & Director Charles A. Dana Center of the University of Texas at Austin, “The plural of anecdote is not data”

15. Early Observations In week eleven of the Fall 2011 term, 62 students had completed the MATH 015 Emporium course At week eleven nearly 5% (4.8) of those enrolled had completed Emporium MATH 015.

16. Other Schools’ Data: Increased the percentage of students successfully completing a developmental math course by 51% on average (ranging from 10% to 135%), while reducing the cost of instruction by 30% on average (ranging from 12% to 52%)* For us that could mean raising 32-41% pass rates to 48-62% *NCAT

17. Increased the percentage of students successfully completing a college-level math course by 25% on average (ranging from 7% to 63%), while reducing the cost of instruction by 37% on average (ranging from 15% to 77%) * *NCAT