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The Impact of Trident Technical College’s Math Initiatives on Student Success

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Darren Felty, Department Head for English and Journalism Dub Green, Research Analyst David Flenner, Department of Mathematics Coordinator

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Institutional Recognition of Issues Initiation: Math Department Initiatives Intensification: Achieving the Dream Initiatives Expansion: Re-accreditation Quality Enhancement Plan Initiatives

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Meetings focused on student success issues Team discussions Issues prior to classes Issues in classes Issues post classes Internal focus without campus-wide involvement

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Developing 5-credit Beginning Algebra course Developing 5-credit Intermediate Algebra course Developing College Algebra with Modeling course

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Detailed data analyses Campus consultations with faculty, staff, and students Intensified “Math Summit” meetings with Math Dept., Developmental Math, and the college president Selection as ATD priority focus: “Increasing students’ math skills attainment, comfort levels, and course completions” Development of initiatives

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Changing College Algebra and other math placement criteria Adding instructional assistants in Developmental Math lab classes Revising online Probability and Statistics class

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Cross-divisional team development Exploration of instructional strategies Identification of focuses Development of strategies, budget, and scaling plans Campus-wide involvement Implementation

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Instituting Beginning Algebra placement change Adding Developmental Mathematics Basics Implementing and scaling computer-assisted instruction Creating Math Cubes (Math 3 ) Expanding math tutoring Enhancing faculty development

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Success rate comparison to college norms and goals (All Classes) Demographic Breakdowns Gender Ethnicity Age Full Time/Part Time Pell Recipients FAFSA EFC National Community College Benchmarking

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Developmental and Gateway math studies Success Persistence First Attempt vs. repeating student success Prerequisite impacts Placement First year students Learning outcomes with competencies

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Math placement studies Algebra sequence Comparisons of placement methods Comparisons with other SC Tech colleges Projections of impact of change First term and first attempt student success

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How often are placement scores reviewed? We learned not very often. In 2009 we realized we had the lowest compass pre-algebra score for admittance into Math 101.

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Minimum COMPASS ® Scores for MAT 101 Placement South Carolina Technical Colleges CollegePre-Algebra Florence-Darlington Technical College60 Horry-Georgetown Technical College60 York Technical College54 Greenville Technical College50 Orangeburg-Calhoun Technical College49 Aiken Technical College47 Central Carolina Technical College47 Midlands Technical College44 Spartanburg Community College44 Denmark Technical College43 Trident Technical College39

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Impact of Computer-Assisted Instruction (CAI) in algebra sequence classes Comparison with non-CAI classes Success rates Persistence rates First attempt students Demographic breakdowns

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Math Department reports Faculty/Staff consultations Student input from focus groups Student surveys All math students MAT 032 students on impact of Instructional Assistants

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Developing 5-credit Beginning Algebra course (MAT 152) Developing 5-credit Intermediate Algebra course (MAT 153) Developing College Algebra with Modeling course (MAT 109)

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Low enrollments due to scheduling (5 days a week) Financial aid complications for students failing 3-credit course then taking the 5-credit version Strong success results in comparison to MAT 101 and MAT 102 Difficulty scaling

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Low enrollments due to lack of demand Problems with transferability of course Strong success results in comparison to College Algebra, but a very small data pool Difficulty scaling due to lack of demand

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Changing College Algebra and other math placement criteria Adding instructional assistants in Developmental Math lab classes Revising online Probability and Statistics class

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Raise the COMPASS MAT 110 exemption score from 480 to 580 for the SAT and from 20 to 22 for the ACT Require students who do not meet the minimum requirement to take the COMPASS exam and take the class that the COMPASS recommends Eliminate the “We’ll take the highest” policy between placement tools

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Reduction in enrollment in College Algebra (as predicted) Increases in enrollment in MAT 032 (Developmental Mathematics) and MAT 101 more so than MAT 102 Increases in the success of first time freshmen and first attempt students

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In Fall 2006 of the four methods of entrance into College Algebra only one (Compass) returned success rates of over 50% In Fall 2011 all four methods of entrance into College Algebra had success rates above 50% This change has produced a “multiplier” effect throughout the math curriculum

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Initial results showed small increases in success rates and significant increases in progression rates for pilot IA sections over non-IA sections Students responded positively to the instructional assistants Scaled up to all sections on TTC’s Main Campus Expanded to MAT 031 in Fall 2011 Continuing to monitor for efficacy and use of resources

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Inclusion of extensive instructional videos Requirement to watch videos and take quizzes related to them Alignment of video content with testing

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Sharp increases in student success to match classroom sections Difficulty getting other instructors to adopt modules Continuing to monitor for growth and/or replication in other MAT online classes

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Instituting Beginning Algebra placement change Adding Developmental Mathematics Basics Implementing and scaling computer-assisted instruction Creating Math Cubes (Math 3 ) Expanding math tutoring Enhancing faculty development

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Changed COMPASS cut off from 39 (the lowest in the state) to 55 Enrollment increases in MAT 031 and MAT 032 Increases in success rates for first time freshmen in MAT 101

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Splitting of competencies between MAT 031 and MAT 032 Very high enrollments in MAT 031 in first term Success rate slightly exceeded prior success for MAT 032 Sharp increases in success rates for MAT 032 in Fall 2011

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Adoption of MyMathLab Implementation of more frequent assessment and feedback Requiring students to complete preparatory quizzes for each competency Requiring students to score a 90 on quizzes in order to take unit test

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Scaling plans start with 5 sections in MAT 101, then MAT 102, then MAT 110 Progressively expanding CAI in each class to impact the majority of students each term CAI coordinator manages training of full and part time instructors Building of a math computer lab

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Initially significant increases in CAI student success compared to non-CAI More rapid expansion than scaling plans Fall 2011 CAI student success rates exceeded non-CAI student success rates in MAT 101, MAT 102, and MAT 110 (for all students, first attempters, and first time freshmen)

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Furnished Math Cubes on all campuses Designated math study spaces for students to work with instructors and other students Enhanced math tutoring Developed tutor training program

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Math Cubes have been very popular “Open Door” policy makes statistical analysis difficult to conduct Still trying to increase student participation in tutoring In aggregate, students receiving tutoring at least three times during a term have higher success rates than students not receiving tutoring

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Fall 2006 to Fall 2011 Comparison

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ClassStudentsSuccess Rate MAT 03275338.5 MAT 1011,15132.9 MAT 10257436.4

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ClassStudentsSuccess Rate MAT 11064226.2 MAT 12096155.2 MAT 15515072.0

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ClassStudents Expected Enrollment Change from 2006 Success Rate Change from 2006 MAT 0311,235NA+1,23540.7+2.2 MAT 0327071,070-363 56.6 (60.4) +18.1 (+20.5) MAT 1011,7461,635+111 33.3 (40.2) +0.4 (+3.8) MAT 15283NA+8344.6+11.7 MAT 102585815-230 39.7 (45.3) +3.3 (+3.9) MAT 15315NA+1553.3+16.9

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ClassStudents Expected Enrollment Change from 2006 Success Rate Change from 2006 MAT 10919NA+1957.9+27.7 MAT 110521912-391 44.9 (51.9) +18.7 (+19.1) MAT 1201,0521,366-31459.6+4.4 MAT 155481213+26854.7-17.3

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ClassEnrollmentSuccess Rate Redesigned4965.3 Other4946.9 Difference+18.4

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ClassCAI Students Non-CAI Students CAI Over Non-CAI Success MAT 1011,157589+2.8 MAT 102193392+13.2 MAT 110241280+16.0

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What are the most significant issues with math students’ success at your institution? What are the most significant impediments to change? What strategies have you tried? What are the results of the strategies?

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David Flenner david.flenner@tridenttech.edu 843-574-6422 david.flenner@tridenttech.edu

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The Impact of Trident Technical College’s Math Initiatives on Student Success

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