Presentation on theme: "Dave Sobecki Miami University Hamilton Brian Mercer Parkland College."— Presentation transcript:
Dave Sobecki Miami University Hamilton Brian Mercer Parkland College
We begin with a metaphor… Online Dev Math
The scope of the problem: (National) Over 60% of entering students require remedial classes 70% of those NEVER COMPLETE DEV MATH In an average year, about 4.5 million students begin college; 1.9 million will never even qualify for a college-level math course. (Carnegie Foundation)
100 students begin college.
60 need remedial courses.
Of those, how many have received credit for a college-level math course after 1 year? Actually, 3.54
What about after two years?
Aw, c’mon man… after FOUR YEARS?
The consequence: (Ohio)
100 students enroll in public colleges in Ohio. 49 of them enroll in two-year schools.
How many return as sophomores?
How many will get their two-year degree in two years?
What about in three years?
Clearly, people… WE HAVE A PROBLEM
Building square holes for square pegs: A case study at Parkland College
It has been joked… …that change in math happens one retirement at a time.
Developmental Algebra at Parkland: Approximately 2/3 of incoming freshmen place into developmental math. Approximately 3/4 of those students are on a non-STEM path. Approximately 55% success at each of three levels of algebra.
Old Parkland College Developmental Algebra Sequence Pre-Algebra Beginning Algebra Intermediate Algebra Gen Ed Math or Intro to Stat College Algebra or Pre-Calculus
A friend from Texas recently shared… …no man's life, liberty, or property are safe while the legislature is in session.
So what did we do? We formed yet another committee!
Background: Taught a Beginning and Intermediate combo course for many years 2003 pilot Intermediate Algebra/Intro to Statistics course Conversations with administration at Parkland Movement on a state and national level How I got involved
What is Pathways? A new developmental math course for non-STEM students
New Parkland College Developmental Algebra Sequence Pre-Algebra Math Literacy Gen Ed Math or Intro to Stat Beginning Algebra Intermediate Algebra College Algebra or Pre- Calculus
Goals? Alternate but still challenging path Math in context Relevant Critical thinking Address needs of students Accessible style for students Sense of comfort for faculty
Setting Expectations: Daily Responsibilities: Attend class, attempt to see value in the mathematics we examine, know why you are here, show you care, and try your best.
Productive Struggle: Real problems aren’t easy Persistence will pay off Take responsibility
This isn’t an algebra class! Very few lectures Active participation required Reading, writing, and technology Group work All basic skills problems are online