1. Developmental Mathematics and the Workshop Presented NADE in Greensboro, NC February 26, 2009 by Heather Allen, Ed.D. ABD and Pamela S. Webster, Ed.D.

2. What is Developmental Mathematics at Texas A&M University– Commerce?? Intermediate Algebra is a developmental (non-credit) mathematics course prior to College Algebra. Students are placed into Intermediate Algebra based on their THEA (TASP), TAKS, or SAT/ACT scores. Students are allowed to “test out” of Intermediate Algebra by using Compass, Accuplacer, etc. Once students are in the course (past the 12 th class day), they are not allowed to drop the course unless they are withdrawing from school. All Intermediate Algebra students are required to attend a workshop that is directly tied to their section of Intermediate Algebra and their instructor.

3. Background for workshops Several programs have implemented “academic interventions” in their developmental education programs. Abilene Christian University presented their model at MAA two years ago. Some schools include lab-type settings or workshops (both mandatory and non-mandatory) in an effort to assist students at being successful.

4. What about OUR workshops?  Workshops are based on the Supplemental Instruction model.  A study group mentality is utilized with students actively engaged on the board.  Brain storming is done to assist students with organizing material.  Strategies from Supplemental Instruction are used in the workshops by the leaders to assist students in the course with study skills.  Problems are provided to students which are similar to problems on their homework.  Test Reviews are worked out with all students participating and vocalizing their thoughts and processes.

5. What about our leaders?  Undergraduate students lead the workshops as student-centered study groups.  Many of our workshop leaders are upper level education and math education majors.  The only requirements for becoming a leader are that the student has passed College Algebra and has a high GPA.  Prospective leaders must go through an interview process.  Our institution has supported us to the extent that we are able to pay $10 an hour.  We have weekly training meetings to support the workshop leaders in their responsibilities. These are run in a similar way to their workshops.

6. Who are our developmental math students? Math SkillsBeginning Algebra Intermediate Algebra (repeaters) Othern.r. Fall 20061%30%46%23%0% Spring 20074%53%30%10%13% Fall 20075%13%7%5%70% Spring 20086%51%27%5%11% Fall 20084%13%15%5%63%

7. What resources do our students utilize for assistance? WorkshopsMath Skills Center Mach III/TRI O InstructorTutor/Studentsnonen.r. Spring 2006 50%15%7% 4%0%17% Fall 2006 35%12%4%24%17%8%0% Spring 2007 31%17%3%26%19%3%1% Fall 2007 38%11%2%23%20%4%2% Spring 2008 34%9%6%24%22%2% Fall 2008 38%11%3%24%20%4%<1%

8. What about the attenders? We have a wide array of scores for students who attend. We cannot say that attending workshop will result in a passing grade. There are many situations that lead to these scores, as you might imagine. Students must still work on math on their own time, putting in the time and effort to complete homework, go to the math lab, and concrete concepts for themselves.

9. Supplemental Instruction Model Targets college courses that are historically difficult. Historically NOT used in developmental courses. Research shows that Supplemental Instruction participants average one- half to a full letter grade higher than non-participants.

10. Theoretical Background Behavioral learning theory – behavior is based on positive reinforcement; emphasis on cause and effect relationships; modeling is important Cognitive development theory – mental structures develop gradually as learning is constructed through organization and integration of new information and experiences Social Interdependence theory – knowledge is actively built by learners, working together cooperatively and interdependently Interpretive/Critical Theory – Good pedagogy empowers learner to take control of their own learning processes.

11. Workshop Benefits to Students Acquire short-term and long-term study skills Learn how to organize class materials Receive higher mean course grades Feel more comfortable participating in class due to active learning in workshop BECOME INDEPENDENT LEARNERS!!

12. Workshop Benefits for Faculty/Institution Improve student interactions in class Increased student success in continuation/sequence courses Higher graduation rates Raise the learning bar Create a sense of community Bridge the gap between student ability levels

13. Workshop Benefits for leaders Strengthens the leaders’ understanding of mathematics Provides an opportunity for education majors to experience being in front of a group of students on a regular basis We have made a concerted effort to be certain that workshop leaders know each other and are comfortable talking to one another in our weekly meetings. (Ice breakers, etc.) Once they are comfortable with each other, they create their own cohort and become a community of learners.

14. What do our students think about the workshops? We have given our students anonymous surveys each semester of the workshop. We have analyzed their responses for the semesters since Spring 2006. In general, the student responses are positive and often contain helpful suggestions. We have “tweaked” our program to accommodate for some suggestions.

15. Student Responses Overall, the workshops have helped deepen my understanding of math. SemesterStrongly Agree Somewhat Disagree Somewhat Strongly Disagree n.r. Spring 2006447719138 27%48%12%8%5% Fall 20064510731200 22%53%15%10%0% Spring 2007 29681910 21 20%46%13%7% 14%

16. Student Responses Overall, the workshops have helped deepen my understanding of math. SemesterStrongly Agree Somewhat Disagree Somewhat Strongly Disagree n.r. Fall 2007 8510415170 38%47%7%8%0% Spring 2008 61481541 47%37%12%3%<1% Fall 2008 100561050 59%33%6%3%0%

17. Student Responses InstructorStrongly Agree Somewhat Disagree Somewhat Strongly Disagree n.r. Spring 2006407125168 25%44%16%10%5% Fall 2006519334250 25%46%17%12%0%S Spring 2007 3650319 21 25%34%21%6% 14% Overall, the workshops have helped make me more confident when doing math problems.

18. Student Responses InstructorStrongly Agree Somewhat Disagree Somewhat Strongly Disagree n.r. Fall 2007 868924220 39%40%11%10%0% Spring 2008 594514112 45%34%11%8%1% Fall 2008 102481380 60%28%8%5%0% Overall, the workshops have helped make me more confident when doing math problems.

19. Student Responses Spring 2006 Survey Gives more practice time. Reinforces material taught in class. Gets better understanding and builds confidence. One-on-one help from workshop leaders and your peers. Ask more questions. What are the benefits of the workshop experience?

20. Student Responses Fall 2006 Survey Extra practice. One-on-one help and personal attention. Get assignments and homework completed. What are the benefits of the workshop experience?

21. Student Responses Spring 2007 Survey Practice on homework problems and test preparation Working with peers Individualized help Slower paced What are the benefits of the workshop experience?

22. Student Responses Fall 2007 Survey Small group setting One-on-one Peer interaction Helping with understanding of content Extra practice What are the benefits of the workshop experience?

23. Student Responses Spring 2008 Survey One-on-one help from peers Extra review before class Promotes better understanding outside class Safe environment for questions What are the benefits of the workshop experience?

24. 131 Pass Rates since the inception of the workshops Fall 2004Fall 2005Fall 2006Fall 2007Fall 2008 Before Workshops Pilot Pass Rate46.0%57.0%55.0%58.0%64.0% % change from year to year11.0%-2.0%3.0%6.0% Over the four-year period (beginning with the pilot semester Fall 2005), the Fall pass rates improved 18% and the Spring pass rates improved 11.5%.

25. 131 Pass Rates since the inception of the workshops Spring 2005Spring 2006Spring 2007Spring 2008 Before workshops Pass Rates41.0%49.0% 52.5% % change year to year8.0%0.0%3.5% Over the four-year period (beginning with the pilot semester Fall 2005), the Fall pass rates improved 18% and the Spring pass rates improved 11.5%.

26. SI Leader Training Frequency of Training Depth of Training Modeling Best Practices Modeling Strategies “Homework” for SI Leaders Journal Readings Studying SI Programs at other Schools Role Playing Activities Qualities of the program that are attributed to the success include:

27. Faculty Support/Buy-In Administrative Support Financially Politically (Scheduling, etc.) Statistics Success breeds success; program became “rooted” into academic routine for developmental math students Qualities of the program that are attributed to the success include:

28. Conclusions We believe we have a good program under development. We believe our workshops are helping the Intermediate Algebra students as well as the workshop leaders to become better students in ALL of their classes, not just math. Although students DO complain about being submersed in math for 6 hours each week, they seem to understand the workshops are helping them.