Presentation on theme: "Core Mathematics Supported by Structured Learning Assistance Martin Golson Instructional Specialist Academic Support Center Helping Students Succeed Academically."— Presentation transcript:
Core Mathematics Supported by Structured Learning Assistance Martin Golson Instructional Specialist Academic Support Center Helping Students Succeed Academically at Austin Peay State University
About APSU Main campus located in urban Clarksville, TN50 miles from Nashville ; second campusFt. Campbell, KY Army base; governed by TN Board of Regents 9400 students; 1300 first-time, full-time freshmen Approximately 850 students enter with mathematics deficiency (ACT math score less than 19) Approximately 300 students enter with both mathematics and writing deficiencies (conditionally admitted)
Impetus for Redesign Statewide redesign of developmental studies implemented by TN Board of Regents TN Board of Regents Strategic Plan places locus of developmental studies in community colleges Developmental courses that were in place no longer correlated with university core mathematics From TBR: eliminate the focus on what students did not learn in high school; get them into their major and provide the support for them to succeed!
Elements of the Redesign at Austin Peay State University Developmental (non-university-level) Mathematics Courses Eliminated Students now enroll in Core Mathematics Courses supported by Structured Learning Assistance (Ferris State University, Michigan) Enhanced Courses The mathematics course in which they enroll is required in their major No new courses created Congruent with TBR Philosophy Focus on what students need to graduate and provide the support for them to succeed Redesign of Developmental Mathematics
Pre-redesign Model Complete 3-6 hours non-university level courses before enrolling in Core Mathematics course DSPM 0800 Elementary Algebra ACT 15-16 53.1% Completed course with a grade of C or higher DSPM 0850 Intermediate Algebra ACT 17-18; or Completed DSPM 0800 51.2% completed course with a grade of C or higher MATH1010 Mathematical Thought and Practice (core) 85.0% earned a D or higher Math 1530 Fundamentals of Statistics 56.2% earned a D or higher
Prerequisite Competencies MATH 1010 Fractions & decimals Number & measure Proportional reasoning Signed numbers & algebraic expression Linear equations & their graphs Radicals & roots MATH 1530 Algebraic expression Equations, inequalities, & percents Graphing, functions, & linear equations Polynomials, exponents, & radicals Deficiencies in prerequisite competencies are identified during the second workshop
Reinforce key course concepts (15-30 minutes) Small group exploratory activity for 1 concept (only students needing work on this skill participate) MyMathLab exercises Closing remarks which highlight what was learned and what is next in course MyMathLab exercises for those not participating in small group activity Typical Workshop Schedule
Responsibilities Professor All normal class responsibilities Provide focus for workshops Approve workshop lesson plans Receive feedback from SLA Leader SLA Facilitator Hire and train the SLA Leaders Provide administrative support SLA Leader Act as model student during class Prepare and conduct workshops Provide feedback to professor
Results Student Success RateMATH1010: 70.5% vs. 33.0% MATH 1530: 51.9% vs. 22.5% Retention63.6% vs. 59.9% Revenue Cost more than non- enhanced sections Tuition higher than DSPM courses Class space requirements70 fewer hours per week Student costs Fewer courses Fewer books
Results Cost / Earning Comparison Pre-redesign DSP Course Core CourseEnhanced Core Course Cost/Student$143$202$247 Tuition$321$756 Gross Earnings$178$554$509 SLA reduced class space requirements by 70 hours / week.
Department of Mathematics Dr. Nell Rayburn, Professor of Mathematics firstname.lastname@example.org Enrollment Management and Academic Support Services Dr. Harriett McQueen (member, TN Board of Regents Task Force for Redesign of Developmental Studies) email@example.com APSU Contacts