How Changing Our Minds Changed Student Lives Brawny Brains How Changing Our Minds Changed Student Lives

The Problem in Developmental Mathematics Initiating Supporting Expanding References The Problem in Developmental Mathematics 11 TRANSITION RECRUIT RETAIN Success in credit mathematics 31% of all dev math students complete credit within 3 years 16% of lowest level dev math students complete credit math Enroll students who test into developmental mathematics 42% of lowest level dev math students do not enroll in recommended course at some point in sequence Keep students actively progressing toward academic goals 11% of students who completed developmental math did not enroll in credit mathematics Source: Bailey, T., Jeong, D. W., & Cho, S.-W. (2008). Referral, enrollment, and completion in developmental education sequences in community colleges (CCRC Working Paper No. 15). New York, NY: Columbia University, Teachers College, Community College Research Center.

Richland College joined Network Improvement Community (NIC) in 2010 Initiating Supporting Expanding References First Steps Richland College joined Network Improvement Community (NIC) in 2010 Founding Member Initial Goals: New Path for Non-STEM Students Focus on Real World, Relevant Applications of Mathematics Focus on Critical Thinking De-emphasize rote computation Increase Student Retention Increase Student Success

Statway Pathway Course Initiating Supporting Expanding References Statway Pathway Course 2-Term course – DMAT 0407 followed by MATH 1442 (Elementary Statistical Methods) 12 Modules Faculty-developed materials and online courseware Blends DMAT concepts and Introductory Statistics Concentrates on statistical content with requisite algebraic concepts taught and applied in the context of statistics Scenario-focused classroom environment In-class learning opportunities include: productive struggle, explicit connections to concepts, and deliberate practice 11

Zodiac Sign Correct Match Initiating Supporting Expanding References The Statway Classroom Sample Lesson: The Statistical Analysis Process Introduction – Zodiac and Personality Traits (p.1-2) Next Steps – Group Work (Questions 3, 4) Results…. Zodiac Sign Correct Match Aries (3/21 to 4/20) Choice 1 Libra (9/24 to 10/23) Taurus (4/21 to 5/21) Choice 2 Scorpio (10/24 to 11/22) Gemini (5/22 to 6/21) Choice 3 Sagittarius (11/23 to 12/21) Cancer (6/22 to 7/22) Capricorn (12/22 to 1/20) Leo (7/23 to 8/22) Aquarius (1/21 to 2/19) Virgo (8/23 to 9/23) Pisces (2/20 to 3/20)

Key Elements of Transition Initiating Supporting Expanding References Key Elements of Transition Administrator Supported Faculty Driven Train, Follow Through, Revision Adaptable Course Materials Unique Pedagogy Changing Role of Faculty Regular Progress Checks Uncharted Territory Informing Richland Community Advisors Students Faculty

Intelligence can be developed Classroom Goal: Learn Embrace challenges Expanding References Initiating Supporting Growth Mindset Fixed Mindset Intelligence can be developed Classroom Goal: Learn Embrace challenges Persist to accomplish difficult tasks Effort is necessary Learn from feedback Inspired by success of others Intelligence is static Classroom Goal: Look smart Avoid challenges Give up quickly on difficult tasks Effort is futile Ignore feedback Threatened by success of others

Productive Persistence in the Classroom Initiating Supporting Expanding References Productive Persistence in the Classroom 11

The Results: Richland College Initiating Supporting Expanding References The Results: Richland College

Major Gains for Hispanics, African Americans and Women Initiating Supporting Expanding References Advancing Equity: Major Gains for Hispanics, African Americans and Women

Beyond Piloting Updated Tasks and Goals References Initiating Supporting Expanding Beyond Piloting Updated Tasks and Goals Enroll 50% of DMAT students at RLC in Statway Create infrastructure to support more and larger class sections Engaging key stakeholders at campus and district level including advisors, administrators and faculty Faculty (including adjunct) training Maintain success throughout scaling Track performance Continuous improvement

Planning for Growth and Success Cultivating Positive Change References Initiating Supporting Expanding Planning for Growth and Success Cultivating Positive Change Communication - Share program details, data and vision Campus – Administration, Faculty, Advisors, Staff, Students DCCCD presentation for all faculty Presentation for DCCCD administrators Infrastructure DCCCD Core – Approve new course numbering DCCCD Curriculum – Course numbering, hours taught, course description, prerequisites RLC – Advising, Registration, Rooms (learn labs), Scheduling, Advertising Ongoing Training and Continuous Support Campus and Network Improvement Community “New” Faculty (including adjunct), Tutors Advisors NIC Faculty Administration STUDENTS Staff Advisors

Richland Statway Enrollment References Initiating Supporting Expanding Richland Statway Enrollment

MATH CONCEPTUAL KNOWLEDGE PRODUCTIVE PERSISTENCE References Initiating Supporting Expanding How are we doing? MEANINGFUL SURVEYS MATH CONCEPTUAL KNOWLEDGE & PRODUCTIVE PERSISTENCE Mathematics Background Knowledge Stereotype Threat TOPICS ADDRESSED Belonging Uncertainty Mathematics Anxiety Fixed/Growth Mindset Comfort Asking Questions Professor Cares

New Challenges Statway as Default DMAT Course Enrollment Criteria Expanding References Initiating Supporting New Challenges Statway as Default DMAT Course Enrollment Criteria Cohort Structure Retention Larger Class Sizes New Instructor Support Technology Pedagogy

Questions … Yolanda Manzano Richland College Dallas, TX YolandaManzano@DCCCD.Edu