What are Math Pathways? How Do They Impact Students?

Tamela Randolph, Chairperson, Department of Mathematics Sandy Hinkle, Registrar Southeast Missouri State University

Demographics (Fall 2016)

• “Moderately selective” regional comprehensive university

• 11,494 students

• 15% (n=1,748) identified as FTFT

• 44% of FTFT require dev math

Missouri SB997 June 16, 2016

• 15 to Finish Act

• Guided Pathways to Success Act • Degree Maps

• Meta Majors

• Proactive Advising

• Structured Schedules

• Guided Pathways to Success

• Degree-based transfer pathways

• Guarantees that required courses are available when needed by students (via clear degree maps and proactive advising)

Initiatives through the Missouri Department of Higher Ed.

• Mathematics Pathways Project (2014)

• Co-Requisite at Scale (2016)

• Mathematics

• English

Gateway & Dev Math Courses

• MA118: Number and Operations for Educators (childcare, early childhood, elementary ed majors)

• MA018: Number and Operations for Educators lab

• MA123: Survey of Mathematics (liberal arts majors)

• MA023: Survey of Mathematics lab

• MA155: Statistical Reasoning (nurses, comm disorders, cj)

• MA055: Statistical Reasoning lab

• MA050: Basic Math Skills

• MA133: Trigonometry

• MA134: College Algebra

• MA137: Precalculus Disclaimer:

College Algebra and Precalculus are not YET co-required with Intermediate Algebra

Mathematics Pathways & Co-Requisites

MA050

MA118 MA123 MA155 MA106 MA018 MA023 MA055

MA133 MA134 MA137 MA139 MA140

Prep for Redesign

Department Chairperson’s Responsibilities: • Select redesign team members and let them work

• Solicit buy in from constituents and continue to keep them informed

Prep for Redesign

Redesign Team Selection and Work: • Math faculty applied to be on each redesign team

• Two faculty for each team (RNTT, TT)

• Met at least once a week starting in the spring

• Added rigor to gateway courses

• Common platform: MyLabsPlus (MLP)

• Custom built courses in MLP

• Matched appropriate dev math content to each gateway (Sullivan’s 3-1 text; built-in study skills)

• Courses were laid out week by week: syllabus, Moodle, and MLP

Prep for Redesign

Buy In from Constituents: • Mathematics Faculty • Support Units (Registrar’s Office, Information Technology,

Telecommunications, Facilities Management) • Campus Community

• Administrators (president, provost, deans, and chairpersons) • Faculty (outside Mathematics Department) • Advisors (Professional Advising Team) • Students

Co-Requisite Model: • Gateway & dev taken simultaneously; enrollment and grades

separate • Dev teachers also teach gateway • Students enroll in each course separately and receive two grades • Dev math in 1 credit , 2 hour “lab”

• “just in time” instruction • Mini lectures, 1-1 attention • Quality engagement • Smaller classes (25)

• Gateway more rigorous; heterogeneous groupings • Weekly team meetings of faculty

“Final” Redesign

Developmental Math Course: • Computer classroom (25)

• 1 credit hour (used to be 6 credits total)

• 2 contact hours in the computer classroom

• Faculty get credit for 1 hour

• Instructor & Graduate Assistant in each class

• “Just in time” instruction

• Mini lectures with time for homework in class

• Study skills integrated into the class

• Time for 1-1 help

“Final” Redesign

“Final” Redesign

Gateway Mathematics Course: • Computer classrooms (60)

• 3 credits

• Instructor & Graduate Assistant in each class

• Mini lectures with time for homework

• Daily quizzes from homework

• Integrated with co-req students enrolled in same section as non co-req students

• Content became more rigorous based on conversations with constituent departments

Developmental Mathematics FTFT Enrollments

FA09

(CR)

FA10

(CR)

FA11

(CR)

FA12

(A, B, C)

FA13

(A, B, C)

FA14

(A, B, C)

FA15

(A, B, C)

Completion of

developmental

math in one

semester

14%

(95/669)

18%

(143/798)

22%

(168/758)

20%

(141/700)

26%

(159/618)

73%

(313/426)

70%

(201/286)

Intermediate

Algebra

(MA106)

62%

(137/221)

60%

(104/173)

Co-Requisite

Labs (MA018,

MA023,

MA055)

86%

(176/205)

88%

(97/113)

Fall Semester Success Rates

2014 2014 2015 2015

All Students FTFT All Students

FTFT

MA118*

96% 100% 91% 96%

MA018 and MA118*

86% 88% 77% 74%

MA123

91% 97% 84% 94%

MA023 and MA123

75% 80% 86% 86%

MA155

85% 89% 88% 91%

MA055 and MA155

64% 72% 75% 80%

NOTE: MA118 and MA018 success is measured with A, B, C only.

Good News, Fall 2015…

• 78% of all students enrolled in both courses (dev & gateway) were successful in one semester

• 88% success in dev math labs • Freshmen – Sophomore retention increased to 74% (1.3%

increase in one year) • Students are spending less TIME and less MONEY in dev

math classes • Dev students are more engaged with instructors • Using ONE platform (Pearson - MLP) for all dev math

and gateway courses • Happier students!

Questions? Comments? Reflections?

For more information on Mathematics Pathways & Co-Req Model:

Dr. Tamela Randolph, Professor & Chairperson

Department of Mathematics Southeast Missouri State University

Cape Girardeau, MO 63701 trandolph@semo.edu

(573) 651-2164

Sandy Hinkle

Registrar Southeast Missouri State University

Cape Girardeau, MO 63701 shinkle@semo.edu

(573) 651-2474

Thank you!!