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

2. 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.

3. 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

4. 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

5. 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)

6. 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

7. 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

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

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

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

11. 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

12. 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

13. Richland Statway Enrollment
References
Initiating
Supporting
Expanding
Richland Statway Enrollment

14. 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

15. 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

16. Questions … Yolanda Manzano Richland College Dallas, TX