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Forward and “Backwards” Design of a Mathematics Co-Requisite
Barbara KirkwoodDonna Krampe
Ivy Tech Community College-Southwest Region
Co-requisite Questions
• Why a Co-requisite?• How do you develop one?• Does it work?• Do students see the benefit?
Ivy Tech Community College-Southwest Region
• Two-year public college• Statewide system-14 Regions• Commuter population• Our region—5539 students• Open enrollment • 70% referred to remedial math
Why a Co-Requisite?• Low success in prerequisite courses• No credits for remedial work• Do not enroll in college-level course• Reevaluating funding• Topics are better aligned• Provides just-in-time remediation
Cost of a calculator
$12.99
Cost of textbook
$192.25
Passing two Math courses in the same semester:
Priceless!!
Co-Requisite CoursesMATH 080
Mathematics Principles with
AlgebraDevelopmental
MATH 118Concepts in Mathematics
College-level
“Backwards” Design• Brainstorm prerequisite skills • Created activities/lessons for just-in-time
remediation• Remedial class 1-2 days ahead• Activities schedule listed topics for both
MATH 080 Activities ScheduleWeek
& Dates
Introduction of 080 Topics
Review of 118 Topics
RequiredMyMathLab Assignments
For MATH 080
Learning ObjectiveNumbers
Week 11/13 – 1/17
IntroductionOrganizational Topics Section 5.2-Integer operations
Measurement 9.1, 9.2 1, 4, 12, 13,
Section 5.2 -Integers & Order of Operations
Review for Chapter 9 Exam
Section 5.2 1, 2, 4, 13
Week 21/21 – 1/27
Section 6.1- Algebraic Expressions
Set Theory 2.1, 2.2, 2.3
Section 6.1 Binder Check
3, 14
Quiz 1-Integers and Algebraic ExpressionsSection 6.2- Solving One Step Equations.
Review for Chapter 2 Exam
Section 6.2a5, 14
Collaboration with College-Level Faculty
• Rearranged the college-level topics• Shared syllabi• Used same textbook for both classes• Communicated often• Access to college-level exams
Methods of Evaluation
• No Tests!!• 8 Quizzes• Homework assignments• Binder Checks• Participation Points
Assignments
• MyMathLab for fundamental skills• No longer than 10-12 minutes• Required to show written solutions • Handouts-created or online• Generated quizzes immediately
Incorporating Activities
• Appealed to different learning styles• Worked in groups• Embraced the activities• Developed activities for graphing,
probability and statistics• Practiced calculator skills
Probability Activity
I’m packing for a trip to visit my
daughter in Colorado.
Probability Activity
How many different outfits can you make if you have the following?
3 2 2 = 12 shirts pants shoes outfits
X X
First Day of Class
• Explained how co-requisite works• Student’s responsibility to ask questions • Supplied list for binder • Stressed importance of organization and
taking notes
A Typical Day in MATH 080
• Answered questions• Demonstrated MyMathLab • Mini lectures over remedial topics• Previewed college-level topics• Quiz or activity
Study Parameters
• Four semesters• First two semesters-sections were not
linked• Last two semesters-sections were linked
Do co-requisites work?
Only 22.3% complete remediation and college-level courses in two years
Do co-requisites work?
Only 22.3% of community college students complete remedial and associated college-level courses in two years.-Complete College America, 2012
Successful Completion of College-Level Course
Co-Requisite College-Ready
45.1% 55.4%
A B C D F FW W0%
5%
10%
15%
20%
25%
30%
35%
Co-Requisite College-Ready
Final Grade
Perc
ent C
ompl
etion
Successful Completion of College-Level Course
Successful Completion of College-Level Course
A B C D F FW W
Co-RequisiteStudents (n = 233)
15.0% 15.9% 14.2% 6.0% 4.7% 33.0% 11.2%
College-ReadyStudents (n = 750)
16.0% 20.3% 19.1% 9.9% 4.1% 19.6% 11.1%
Successful Completion for Co-Requisite Students
Total Sections Not Connected
SectionsConnected
Connected and Same Instructor
45.1%(n = 233)
36.2%(n = 113)
53.4%(n = 120)
77.5%(n = 40)
Moving Forward
• Course sections linked • 12 remedial, 12 college-level • Same teacher for both courses• Collaboration between instructors• Refine materials • Train faculty/adjuncts
Informal Survey
• Open-ended • First semester, week 11• Anonymous• Recommend the co-requisite • Increase in self-confidence
Self-Efficacy Study
• Five question Likert-type survey• Anonymous • Administered twice, weeks 1 and 9• Compared results• Improved self-efficacy
Results of Self-Efficacy SurveysStrongly
AgreeAgree Neutral Disagree Strongly
DisagreeResponse
Mean
1) I feel confident in my ability to solve math problems in this class.
18%(13)
26%(19)
39%(28)
11%(8)
6%(4) 3.57
40%(17)
33% (14)
24%(10)
2%(1)
0%(0)
4.12
2) I can complete my math homework without a lot of help.
10%(7)
32%(23)
33%(24)
17%(12)
8%(6) 3.18
21%(9)
55%(23)
17%(7)
5%(2)
2%(1) 3.88
3) In math classes, I can typically understand the material a teacher is covering.
7%(5)
36%(26)
32%(23)
18%(13)
7%(5) 3.18
43%(18)
40%(17)
17%(7)
0%(0)
0%(0) 4.26
4) I can master the skills being taught in math class.
6%(4)
41%(29)
36%(26)
13%(9)
6%(4) 3.28
48%(20)
36%(15)
14%(6)
2%(1)
0%(0) 4.29
5) I feel confident enough to ask questions in math class.
31%(22)
41%(30)
17%(12)
11%(8)
0%(0) 3.92
69%(29)
24%(10)
5%(2)
2%(1)
0%(0) 4.55
In Their Own WordsHow did taking both classes together change the way you studied math?• I found myself taking more notes in each class and
referring back to them when I studied.• Since I don’t get frustrated with it, I am willing to
spend more time on my studying.• It made me immerse myself in math.• Made me more confident and I love math now
Citations
Blitzer,R.,(2011). Thinking Mathematically, 5th edition. Pearson Education, Inc.
Complete College America. (2012). Remediation: Higher education’s bridge to nowhere.
http://www.completecollege.org/docs/CCA-Remediation-final.pdf
.
Contact InformationBarbara Kirkwood-Associate Professor, [email protected]
Donna S. Krampe-Assistant Professor, [email protected]
PowerPoint Available athttp://nadeconferencereview.wikispaces.com/
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