College readiness in mathematics at BMCCvmesa/Community Colleges/page14... · 2010. 11. 19. ·...

$Page 1: College readiness in mathematics at BMCCvmesa/Community Colleges/page14... · 2010. 11. 19. · Marcos Zyman College readiness in mathematics at BMCC. College for all \Beyond One-Size-Fits-All$
College readiness in mathematics at BMCC

Marcos Zyman

Borough of Manhattan Community CollegeThe City University of New York

AMATYC International Subcommittee WorkshopBoston, MA

November 10, 2010

Marcos Zyman College readiness in mathematics at BMCC

Plan

College readiness in general.

Success in college mathematics.

The college-for-all movement.

Remedial vs. developmental math.

College readiness in mathematics.

BMCC.

Remedial math at BMCC.

Resources for underprepared students.

Current efforts.

College readiness, revisited.

Final thoughts.


Plan






BMCC.



Current efforts.


Final thoughts.


Plan






BMCC.



Current efforts.


Final thoughts.


Plan






BMCC.



Current efforts.


Final thoughts.


Plan






BMCC.



Current efforts.


Final thoughts.


Plan






BMCC.



Current efforts.


Final thoughts.


Plan






BMCC.



Current efforts.


Final thoughts.


Plan






BMCC.



Current efforts.


Final thoughts.


Plan






BMCC.



Current efforts.


Final thoughts.


Plan






BMCC.



Current efforts.


Final thoughts.


Plan






BMCC.



Current efforts.


Final thoughts.


College readiness

NYT article:Study of College Readiness Finds No Progress in Decade, October14, 2004.

ACT (based in Iowa): College readiness is defined as theability to succeed in a credit-bearing course at a two-year orfour-year college without needing to take a remedial coursefirst.

Only 22 percent of the 1.2 million students throughout thecountry who took ACT tests were ready for college-level workin english, mathematics, and science.

Study by the ACT: No progress in 10 years.

Core curriculum in high school, not rigorous enough.


College readiness







College readiness







College readiness







College readiness







College readiness







Success in college mathematics

“Success in College Mathematics: Comparisons Between Remedialand Nonremedial First-Year College Students” by Linda SerraHagedorn et al, Research in Higher Education, Vol. 40, No. 3,1999.

By various measures, US high school graduates lag behindtheir international counterparts from industrialized nations.

Remedial mathematics is offered at many four-year collegesand at almost all community colleges.

Authors claim that remediation in its present form is notsuccessful, given the rate of failure.

Students enrolled in non-remedial courses have manyadvantages over students who enroll directly in college-levelcourses.





































College for all

“Beyond One-Size-Fits-All College Dreams”, by James E.Rosenbaum et al, American Educator, Fall 2010 issue.

Open admissions, college-for-all movement. For many, collegedegree means a BA.

Completion rates for low-achieving students (those who needremediation) who plan to get a BA is less than 20 %.

Idealization of the BA. Other alternatives (e.g. Applied AS inhigh-demand fields like graphic communication, computernetworking, etc.)

High school counselors need to be honest as to what is neededto succeed in college.

High school competency vs. college readiness.

A need for college placement tests in high school.


College for all









College for all









College for all









College for all









College for all









College for all









College for all









College access and open admissions

Since the 1960’s enrollment at community colleges hasincreased fivefold.

About half of all college students attend community colleges.

Counselors in high school tell virtually all students that theywill be able to attend college (2-year? 4-year? Technicaldegree? not clear...)

The promise of “open admissions” is correct but incomplete.Many students will never be able to take college-level courses.Remedial courses do not lead to degrees, credentials, etc.


























Remedial mathematics vs. developmental mathematics

Over two thirds of community college students need somekind of remediation.

Only 17 % of students placed in lowest level of mathremediation successfully completed their remedialsequence.

The term “developmental math” may be an attempt toremove the stigma associated to remedial math classes.

A “two-year associate degree” takes about 3.5 years in manycommunity colleges (even for full-time students).


























College readiness in mathematics

Being “college ready” in mathematics is more than justhaving the required mathematical skills.

“Mathematical maturity” (which includes the ability to thinkabstractly).

Study habits and a college mentality.

1 Independence.2 Responsibility.3 Choice.

College curriculum vs. high school program: wide, qualitativedifferences.

College mathematics courses: need to think on “one’s feet”.

Mathematical expressions (e.g. quadratic formula, thepoint-slope equation, the equation of a parabola, thedifferential operator): memorization vs. derivation, purposeand discussion. Where do they come from?

































1 Independence.

2 Responsibility.3 Choice.









1 Independence.2 Responsibility.

3 Choice.










































Being told what to do. What is wrong with this?

Math college courses should aim higher than this: studentsneed to reason mathematically and develop a way of thinkingthat will prepare them for more advanced study.

Role of skill and repetition of the same concept and formula.

The remedial curriculum at our community colleges,(including BMCC): a transition from high school mathematicsto college-level work.




















BMCC

Borough of Manhattan Community College is a unit of theCity University of New York.

22,000 students in degree programs and 10,000 students in itscontinuing education division.

Extremely diverse campus, including a large population ofinternational students. Students come from approximately155 countries.

Open admissions.


BMCC




Open admissions.


BMCC




Open admissions.


BMCC




Open admissions.


BMCC




Open admissions.


Remedial (or developmental?) math at BMCC

Substantial effort and resources devoted to the preparation ofhigh school graduates who are not yet ready for college-levelwork.

The BMCC Mathematics Department offers:

1 Remedial arithmetic (3 hours or 6 hours a week)2 Remedial algebra (4 hours a week)3 Combined course (6 hours a week)

Passing rates in Fall 2009 in remedial courses was about 40 %.

Majority of students enroll in remedial courses.



















1 Remedial arithmetic (3 hours or 6 hours a week)

2 Remedial algebra (4 hours a week)3 Combined course (6 hours a week)







1 Remedial arithmetic (3 hours or 6 hours a week)2 Remedial algebra (4 hours a week)

3 Combined course (6 hours a week)


























The ACT-COMPASS, (envisioned as a placement instrument).

1 Computerized.2 Not timed.3 Adaptive.

Student is either placed in a college-level course or in asuitable remedial course.

Expectation: a student who is placed in these courses, shouldbe able to navigate through the remedial sequence andeventually be prepared to pursue college mathematics.

Besides fulfilling the requirements of a traditional course(including a paper-based departmental final exam), studentsenrolled in a remedial course to achieve a minimum “exitscore” (which is lower than the placement score) on theCOMPASS.











1 Computerized.

2 Not timed.3 Adaptive.







1 Computerized.2 Not timed.

3 Adaptive.

































Other resources: the Math Lab

Tutors. Who are they?

Computers, videos.

Paper handouts.

Generous schedule (users are often busy adults with familiesand jobs).

Monitoring Math Lab use: students must register andannounce their course.

Instructors may require that students use the facility.

Instructors receive updates on individual students’ lab use.




Computers, videos.

Paper handouts.








Computers, videos.

Paper handouts.








Computers, videos.

Paper handouts.








Computers, videos.

Paper handouts.








Computers, videos.

Paper handouts.








Computers, videos.

Paper handouts.








Computers, videos.

Paper handouts.






Current efforts

As of 2009-2010: Online homework: the use of commercialpackages (bundled with textbooks): MyMathLab andWebAssign. Open packages in the future?

1 Monitor if students are doing homework.2 Correlation between amount and quality of work and the final

result.3 More importantly: immediate feedback for students. The

online system provides “targeted” practice.4 Students may take and retake the same assignment several (or

infinitely many) times.5 A learning tool as well as an evaluation tool.6 Allows enthusiastic students to “master” the material.


Current efforts







Current efforts


1 Monitor if students are doing homework.

2 Correlation between amount and quality of work and the finalresult.

3 More importantly: immediate feedback for students. Theonline system provides “targeted” practice.

4 Students may take and retake the same assignment several (orinfinitely many) times.

5 A learning tool as well as an evaluation tool.6 Allows enthusiastic students to “master” the material.


Current efforts



result.

3 More importantly: immediate feedback for students. Theonline system provides “targeted” practice.




Current efforts




online system provides “targeted” practice.




Current efforts





infinitely many) times.



Current efforts





infinitely many) times.5 A learning tool as well as an evaluation tool.

6 Allows enthusiastic students to “master” the material.


Current efforts







Current efforts

Experimental efforts: Tutors / coaches in the classroom (insome sections).

A departmental midterm exam, detects possible failure earlyin the semester.

If student fails the midterm, she must do additional work atthe so-called “intervention lab”:

1 Distinct from the Math Lab.2 Student has to complete all intervention assignments with a

minimum passing grade.3 “Intervention” assignments are created by the remedial

committee, with feedback from the rest of the department.4 Faculty members may use their own “intervention”

assignments.


Current efforts







assignments.


Current efforts







assignments.


Current efforts







assignments.


Current efforts




1 Distinct from the Math Lab.

2 Student has to complete all intervention assignments with aminimum passing grade.

3 “Intervention” assignments are created by the remedialcommittee, with feedback from the rest of the department.

4 Faculty members may use their own “intervention”assignments.


Current efforts





minimum passing grade.

3 “Intervention” assignments are created by the remedialcommittee, with feedback from the rest of the department.



Current efforts






committee, with feedback from the rest of the department.



Current efforts







assignments.


Intervention lab: informal mixed reviews and results

1 Some students claim that were it nor for the lab, they wouldnot have done the work by themselves.

2 Others view it as a “punishment” for not having done well inthe course. They are already very busy (with other endeavors).

3 Some students spend time in the lab, but get distracted easilyand fail to complete their assignments as required.

4 Complicated logistics and many resources needed.

5 Passing rates: About 30 % in Fall 2008 (withoutintervention); about 40 % in Fall 2009 (with intervention).





































College readiness in math, revisited

1 Are we to “force” busy students to do their work? (Throughintervention assignments, constant monitoring, etc.)

2 Are we to insist that they take responsibility by themselvesinstead?

3 Can a balance between the two be reached?

















Final thoughts

Investment of resources.

Ongoing efforts to assist faculty in teaching developmentalmathematics. Are they enough?

What does it mean to “teach well” in remedial math?(technology, online homework, the math lab, video lectures,etc. are tools). Back to basics:

1 Mathematical rigor.2 Supportive environment.3 Small group discussions preceded by mini-lectures. Compare to

a traditional calculus course.4 Individual attention.5 Office hours availability.6 The instructor’s passion for teaching.

It may be useful to require students to attend the instructor’soffice hours. (This may not seem much, but such requirementcan provide invaluable help, especially to students who are notindependent enough).


Final thoughts








Final thoughts








Final thoughts








Final thoughts




1 Mathematical rigor.

2 Supportive environment.3 Small group discussions preceded by mini-lectures. Compare to




Final thoughts




1 Mathematical rigor.2 Supportive environment.

3 Small group discussions preceded by mini-lectures. Compare toa traditional calculus course.

4 Individual attention.5 Office hours availability.6 The instructor’s passion for teaching.



Final thoughts





a traditional calculus course.

4 Individual attention.5 Office hours availability.6 The instructor’s passion for teaching.



Final thoughts





a traditional calculus course.4 Individual attention.

5 Office hours availability.6 The instructor’s passion for teaching.



Final thoughts





a traditional calculus course.4 Individual attention.5 Office hours availability.

6 The instructor’s passion for teaching.



Final thoughts








Final thoughts








Final thoughts

1 It is absolutely crucial for math faculty to constantlyencourage (require?) students to use all resources at theirdisposal, striking a balance between encouraging andrequiring.

2 An active awareness campaign of resources and policies(location of the math lab, policies regarding intervention,office hours, online homework, online tutoring, live tutoring,etc.).

3 In the end nothing replaces caring, rigorous, and passionateteaching.


Final thoughts





Final thoughts





Thank You!


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