Focusing on Student Success: Mathematics as a Case Study Student Access and Success Conference Baton Rouge, LA February 22, 2007

Disconnect What Employers Want- - -What Students Think They Need When asked about what they think colleges should place more emphasis on: Ability Employers Graduates The ability to solve complex problems 64%49% The ability to work with numbers and understand Statistics 60%34% College Learning for the New Global Century National Leadership Council for Liberal Education and America’s Promise (LEAP), Hart Survey, December 2006

Remedial Math EnrollmentD, F, W, Inc.Percentage of D, F, W, Inc % % % % % % % % TOTAL4,9242,91459 % Data From University of Louisiana System Fall 2005

Remedial Mathematics Survey Results: Louisiana 26 Institutions = 7 Responses 1. How many prep courses required? 5 required 1; 1 required 2; 1 required 3 2.How many offer math-specific advising? 3 = yes; 4 = no 3.Computer-aided Instruction 6 = yes; 1 = no 4.Paired or linked courses 1 = yes; 6 = no

Remedial Mathematics Survey Results 5.Supplemental Instruction (SI) 4 = yes; 3 = no 6.Learning Communities 7 = no 7.Do you evaluate the effectiveness of your program? 6 = yes; 1 = no

College Algebra EnrollmentD, F, W, Inc.Percentage of D,F, W, or Inc % % % % % % % % Total12,3326,39952 % Data From University of Louisiana System Fall 2005

College Algebra 750, ,000,000 students a year enrolled across the United States More than 50% fail or withdrawn, between 375, ,000 Result: Increases in college costs, increasing time to graduation, erosion in self-confidence as successful learners

But it’s worse 80% of students are enrolled in a course designed in the 1950s as preparation for Calculus Yet only 10% of the students will even take Calculus

The College Algebra (CA) problem in perspective: ULS In Fall 2005, in the ULS, 12,332 students enrolled in College Algebra (CA). If half that number enrolled in spring 2006, then about 18,000 students a year enrolled in CA in school year (it’s probably more). In other words, 25% of undergraduates in the UL System enrolled in College Algebra (18,000 / 71,000) in any one year 12% of ALL undergraduates make D, Inc., fail or withdraw from College Algebra each year

College Algebra MATH 101 Linear equations and inequalities, linear applications, systems of linear equations, quadratic equations and inequalities, absolute-value equations and inequalities, radical equations, functions and graphs, polynomial and exponential and logarithmic functions. MATH 105 Functions and graphs, including linear functions, quadratic functions, other polynomial functions, exponentials and logarithmic functions. Zeros of polynomial functions, systems of equations and inequalities. MATH 111 Real number system, functions, linear equations and inequalities, systems of equations and inequalities, quadratics, complex numbers, polynomial equations, arithmetic and geometric series, permutations and combinations. MATH 161 A study of college algebra from a real-world perspective using technology, data analysis, geometry, and elementary probability. Topics include linear, quadratic, and exponential functions and their graphs; systems of linear equations; ratio and proportion; probability and statistics; and the mathematics of finance.

“The question then is not whether they (undergraduates) need mathematics but what mathematics is needed and in what context.” Ganter, Susan, and Barker, William, ed., Curriculum Foundations Project: Voices of Partner Disciplines, MAA, Washington, DC, 2004 “Clarify the rationale for the (College Algebra) requirement and consult with colleagues in disciplines requiring college algebra to determine whether this course—as currently taught— meets the needs of their students” Pollatsek, Harriet, et al, ed., Undergraduate Programs and Courses in the Mathematical Sciences: CUPM Curriculum Guide 2004, MAA, Washington, DC, 2004.

New College Algebra Course Not technique-based but problem-based Based on SCANS (Secretary’s Commission on Achieving Necessary Skills) which identified basic and advanced skills to solve problems in 5 domains. Two Part Course 1. Mathematics for Planning (or Resource Allocation): Money, Time, Space, and Staff 2.Modeling Systems: Graphic and Symbolic Representations of Reality Arnold Packer Conference to Improve College Algebra U.S. Military Academy February 2002

OLD ALGEBRA: Data from the U.S. Department of Health and Human Services indicates that the cumulative number N of reported cases of AIDS in the United States in year x can be approximated by the equation N = 3,362.1 x² - 17,270.3 x + 24,043 where X = 0 corresponds to In what year did the total reach 550,000? This is an easy exercise to solve using technology (e.g., use a Solve key or plot).

NEW ALGEBRA: Would have the students: a. Develop a model (give or direct the students to the data, have them form a scatter plot of the data, and then fit a curve to the scatter plot). b. Answer the question: In what year did the total reach 550,000? c. Interpret the model and the answer to the question (e.g., Is the answer reasonable? Why? Is the model reasonable? Why? Does the model show any intervention effects? For what span of years is the model reasonable? Explain) Don Small, Mathematics Faculty, U.S. Military Academy, Personal Communication

Some Simple Questions Curriculum Are you satisfied with the goals of mathematics? Are you convinced the courses in the sequence address those goals? How well does course A predict success in course B? Students What do you know about the readiness of your students? How successful are students in specific courses, by grade, gender, and ethnicity? How successful are students on national exams? What is the relationship between course success and overall retention and graduation success, by gender and ethnicity?

Simple Questions, Cont’d Pedagogy Do you provide CAI, linked classes, SI, and learning communities? Are there mechanisms that provide rapid feedback? Are faculty available outside of class to help students? Support Do you provide math-specific tutorial support? Do you provide professional development and opportunities for faculty/instructors to meet together to talk about student success?

Change in Higher Education: Jim Collins Built To Last 1.Great organizations know what they do and who they serve 2.Great organizations align all parts to focus on the goal Good To Great “The number one resource for a great social sector organization is having enough of the right people willing to commit themselves to mission.”

Change does not occur without pressure How Does Change Occur in Higher Education? Here are some rules I think I would include: Change is combination of top-down & bottom-up Change in higher education occurs in campus- unique ways Pull strategies are more effective than push strategies Data are critical to encourage and nurture change The entire institution must be aligned to achieve student success: policies, practices, funding, rewards

The Good News