1. A Journey to the Ideal Corequisite Course
Source:

2. Corequisite Course = Lab = Supplemental Academic Instruction (SAI)
Warning!! Warning!!
Corequisite Course = Lab = Supplemental Academic Instruction (SAI)

3. Littleton
Castle Rock
Parker

4. ACC Students
Full-Time 20%, Part-Time 80% Average Age 25.3, Median Age 21 Degree Seeking 79%

5. Dev Ed Redesign
Developmental Education Task Force, Fall 2011 Goal: To accelerate students so they can be successful in a college level course by allowing students to reduce the amount of time, number of developmental credits, and number of classes.

6. Pathway Model MAT 050 Quantitative Literacy MAT 055 Algebraic Literacy
MAT 103 Clinical Calculations
MAT 108 Technical Math
MAT 120 Math for Liberal Arts
MAT 135 Statistics
MAT 155 Integrated Math I MAT 156 Integrated Math II
MAT 050
Quantitative Literacy
MAT 091/092
Quant Lab
MAT 055
Algebraic
Literacy
MAT 121 College Algebra
MAT 025
Algebraic Literacy Lab
MAT 093
Algebra Lab

7. Lab Course Competencies
After successful completion of this course the student should be able to:
Lab Course Competencies
Demonstrate improvement in skills needed for success in requisite math course.
Demonstrate improvement in learning strategies that lead to persistence and success in mathematics.

8. And the journey begins …
First Corequisite Course offered Spring 2014
After many wrong turns, we are on Version 5.0
FLEX Model
F2F Non-Linked and FLEX Model
F2F Linked with no tech
F2F Linked with tech (PCs)
F2F Linked with tech (iPads) and Assistant

9. Mile 1: The FLEX Model
1 math teacher + 1 lab teacher, 2 separate courses
Corequisite Course Activities
‘Getting to Know You’ Handout
‘Prep’ assignments
Mixed reviews
Test corrections
Instructor Conference with Math Teacher
Required attendance in the Math Support Center

10. Mile 1: The FLEX Model Peaks Valleys ‘Prep’ assignments Mixed reviews
Test corrections
Conferences
Valleys
“Poor FLEX Students”
“Poor Marie”
“Poor Math Instructors”
FERPA
Reporting Grades
Workload

11. What students are saying …
Source:

12. Mile 2: F2F, Non-Linked and FLEX
1 math teacher + 1 lab teacher, 2 separate classes
Course Activities
‘Getting to Know You’ Handout
‘Prep’ assignments
Mixed reviews
Test corrections
Instructor Conference with Math teacher
Required attendance
in the Math Support Center (FLEX students)
in lab classroom 1 x week (F2F students)

13. Mile 2: F2F, Non-Linked and FLEX
Peaks
F2F with personalized instruction
‘Just in time’ discussions
Community/Relationships
Valleys
“Poor FLEX Students”
“Poor Scott in FLEX”
“Poor Danielle in F2F”
“Poor Math Instructors”

14. What students are saying …
“I felt between the classroom lecture, 025 instruction & completing anything extra in the math lab was a winning combination for me and I feel blessed that I found such a wonderful math department” “The environment was relaxed and everyone was friendly and willing to help each other”

15. Mile 3: F2F, Linked no Tech Same teacher for math class and lab class
Course Activities
‘Getting to Know You’ Handout
‘Prep’ assignments
Mixed reviews
Test corrections
Instructor Conference
Required attendance in lab classroom 1 x week

16. Mile 3: F2F, Linked no Tech Peaks Valleys Linked Time on task
Strengthened non-linked sections
Valleys
“Poor Heidi”
Contact Hours (Whoops!)
Met 1 hour a week

17. What students are saying …
“I hear this was a new step in having computer time after class. I believe this accelerates the learning concepts.” “I really enjoyed the immediate interaction after the lecture and get help with homework instead of struggling on my own at home.”

18. Mile 4: F2F, Linked with Tech
Same teacher for math class and lab class in a room with technology access
Course Activities
‘Getting to Know You’ Handout
‘Prep’ assignments
Mixed reviews
Test corrections
Instructor Conference
Required attendance in lab classroom 2 x week

19. Mile 4: F2F, Linked with Tech
Peaks
Access to Technology
Get students in MML and D2L Day 1
TI Graphing Calculator accessible to all students at all Times
Valleys
Prep Assignments

20. What students are saying …
“Engaged conversation with other students for help with homework.” “In my opinion, the school has hit upon a recipe for success in teaching mathematics”

21. Mile 5: F2F, Linked with Tech and Assistant
Same teacher for math class and lab class in a room with technology access and an assistant during lab time
Course Activities
‘Prep’ assignments
Mixed reviews
Test corrections
Instructor Conference
Required attendance in lab classroom 2 x week

22. Mile 5: F2F, Linked with Tech and Assistant
Peaks
Assistant
Focus on requisite vs. prerequisite
iPads increase access
Valleys
iPads

23. Approaching the Summit
Course Model
Linked
Access to technology
Assistant
Course Requirements
‘Getting To Know You’ Handout (non-cog focus)
Mixed Reviews (cumulative)
Test Corrections
Instructor Conferences (advising based)
Required Attendance

24. Developmental Math Data
SP15 MAT 055 with MAT 025 Sections 59.4% MAT % FA15 MAT 055 with MAT 025 Sections 65.9% MAT %

25. College Level Math Data
SP16 MAT 121 College Algebra with Lab Sections 88% (37 of 42 students) MAT 121 College Algebra historical pass rate 64% Quite a following! Danielle: 17 of 26 were previous MAT 025 students Heidi: 8 of 16 were previous MAT 025 students

26. Students need college level math & colleges need completion.
Why stop here?
Students need college level math & colleges need completion.

27. Tips for a Successful Journey
Work with your …
Registrar
Advising
Math Department
Course Development Team
Facilities (scheduling/rooms)
IT (technology support/devices)

28. What Questions Do You Have?

29. Happy Trails on Your Journey!
Heidi Barrett & Danielle Staples