1. Converting Roadblocks into Roadways: Reconstructing Developmental Math Courses
Phoenix, AZ
Paul Golisch, Mike Hamm
Jennifer Henderson

2. Only 33% of students placed into Dev Math complete the sequence
Data and graphics from National Center for Postsecondary Research
Only 33% of students placed into Dev Math complete the sequence
195 students
Approx. 7% in MCCCD complete all 3 courses
(13 of 190)

3. Typical Roadblocks
Traditional instruction is not the best format for everyone. (Mike)
Many Dev Ed Math students lack the confidence, preparation, and support needed to succeed. (Jennifer)
There are limited resources available for students and faculty. (Paul)
The handout has links to most of the resources

4. Traditional Instruction
Alternatives to
Traditional Instruction
Dr. Mike Hamm
Math Division Chair

5. Non-Traditional Scheduling
Late start classes, online, and hybrid
Algebra with Anxiety Reduction (5 credits)
Teach a 2-3 course math sequence

6. Growth of Hybrid/Online Sections Developmental Math
Hybrid
Online
Fall 12 3
N/A
Spring 13 5
Summer 13
Fall 13 6
Spring 14 4 8
Fall 14 9

7. Non-Traditional Instruction

10. During Class – A E I O U

11. interactive activities
Class time is used for
interactive activities
The Slope Game

12. Flipped Classroom Survey Data
Example from One Class

13. Faculty Buy-in is Critical
New Faculty
Hire catalysts
Provide mentors

14. Faculty Buy-in is Critical
New Faculty
Hire catalysts
Provide mentors
Dean – special part-time assignment
Researches new strategies & resources
Helps navigate processes
Has flexible schedule

15. Faculty Buy-in is Critical
New Faculty
Hire catalysts
Provide mentors
Dean – special part-time assignment
Researches new strategies & resources
Helps navigate processes
Has flexible schedule
Collaboration
More fun
Share successes & challenges
Conducted Program Review

16. Engagement and Confidence
Increasing Student
Engagement and Confidence
Jennifer Henderson
Residential Math Faculty

18. iPad Survey Data Impact

19. iPad Survey Data Enjoyment

20. Board … not bored

21. Student Engagement How Do We Get There? Discussion Board
“I Can Relate” Icebreaker

22. Student Support Options
Math Center (tutors & faculty)
Dev Ed Tutoring Room
Small Study Rooms
Testing Center

23. Dean, Information Technology
Using Limited
Re$ource$ Creatively
Paul Golisch
Dean, Information Technology
Adjunct Faculty, Math

25. Seizing Funding Opportunities
Submit Proposals Aligned to Strategic Goals
Placement Test Review Tools
Dev Ed Course "scholarships”
Tablets for Faculty
OER Development Save students money
Washington $1.26 million
Scottsdale CC $364,000
Maricopa Millions Project

26. Open Educational Resources

27. Collaborating with Colleagues
Faculty create videos and homework problems and share them with colleagues across the district and the world

28. Next Steps? Expand use of iPads in the classroom
Expand use of OERs and Flipped formats
Expand Hybrid & Online course offerings
Continue to schedule classes to enable cohorts
Diagnostic test and Dev Ed Modules
Accelerate the course sequence (two course in one semester)
Consider Ideas such as “Concepts of Numbers” Course Design (Montgomery County Community College –

29. Questions? Handouts are in the back
Thank you very much
for attending
Video editing and graphic design by Sam Fraulino