Increasing Success Rates in Mathematics: Lecture/Lab with Prescriptive Remediation

1. Increasing Success Rates in Mathematics: Lecture/Lab with Prescriptive Remediation Aiken Technical College Achieving the Dream College Since 2007

2. Aiken Technical College • Located in Aiken, SC – transitional mix of industries – formerly textiles, now nuclear, manufacturing; largely blue collar workforce, now needing higher level skills • Founded 1972, celebrating our 40th Anniversary • Approximately 3000 students • Achieving the Dream College Since 2007 • Aiken Technical College achieved Leader College status in 2011-2012

3. Mathematics Success Barriers • Weak Foundational Skills • Technology Weakness and Access • Large Class Sizes • Length of Math Remediation • Study Skills and Time on Task

4. Addressing Math Barriers • Mandatory Lab • Additional Contact Hours • Structured Work Time • Technology Access and Support • Lab Tutors • Addressed class size • Individual Instruction • Relationships and Consistent Instruction

5. Addressing Math Barriers • Flexible Pacing • Students take tests as they are ready • Acceleration • Mastery • Lectures to make connections • Goal Clarification and Critical Thinking

6. Math Lecture/Lab Structure • Students register for a combination of Lecture and Required Lab • Lecture- MAT 031- Meets 3 hours per week; Lecture Time and Work Time • Lab- MAT 011 - Meets 3 hours per week - Connected to a particular lecture - Has the Instructor and 2 Tutors • Both the Lecture and the Lab are held in a room with 36 Computer Stations.

7. MAT 031 Success Rates

8. MAT 031 Success Rates by Ethnicity

9. MAT 031 – 032 Acceleration Success Rates

10. MAT 032 Acceleration by Ethnicity

11. Striving for Improvement in Retention and Success MAT 101 Beginning Algebra

12. ATC Placement Score Referrals

13. ATC Placement Score Referrals (continued)

14. MAT 101 Beginning Algebra Success Rates

15. Why So Low? • Math Foundational Skills • Need more time on task • Need more assistance • Computer Access • Need time to access computers while on campus • Motivation • Need active engagement with instructor/tutor outside of class

16. MAT 101 Redesign • Changed to Open Lab Flexible Delivery Method • Course delivered as 2-3-3 • 2 hours of lecture/week & 3 hours of required lab attendance/week • 3 credit hours for the course

17. Benefits of Open Lab for Students • The lab is open during a variety of times per week, and student can choose the time most compatible with his/her schedule to attend • Only Mat 101 students attend Open Lab • Open Lab is staffed by Mat 101 instructors with some tutors as needed • Computer access is readily available

18. Benefits for Students (continued) • Students get one on one help from instructor • Students may work to help each other in a relaxed setting • We currently have 6 Mat 101 students on track to complete Mat 101 and 102 this semester using the lab to progress at an accelerated pace

19. Benefits of Open Lab for Instructors • Instructors get feedback from students who are struggling and might not speak up in class • All tests are taken in the Open Lab, so instructors use class time for lecturing • Instructors provide one on one help with homework as students need it • Instructors can maintain appropriate pacing for the course, because slower students can get caught up in the lab, and faster students can move ahead in the lab

20. MAT 101 Results Since Redesign

21. Building on Success • We hope to deliver Mat 102 Intermediate Algebra using the Open Lab in Fall 2013 • My dream is to have a Math Lab for all levels of math students • Part of the lab would be for working on assignments with assistance as needed and the other part would be an area for testing

22. Pilot Bridge Program • We offered a 1 – week Boot Camp for incoming new students who had taken our Compass test and scored within 5 points of the ‘cut score’ to place in the next level math course this past July • Students took the chance to skip a course, save a semester, and save about $600 in tuition and fees (which is the cost for 1 course)

23. How Did It Work? • Students began the week with a diagnostic test taken on the computer in Pearson’s MyFoundationsLab. • Areas of weakness were identified. • An individualized program was set up for each student based on his/her deficiencies

24. Bridge Program (continued) • Students worked with an instructor and the computer based program to refresh weak math skills • Tutors were available for assistance • At the end of the week, the students took a post test to try to qualify to register for the next level math course.

25. Results • Of 7 students who participated, 6 qualified to enroll in the next level math above the one in which they originally placed • Following those 6 students last semester, all successfully completed the course they took with a ‘C’ or better.

26. Future Plans • We will offer our Bridge Program again this Summer 2013 to incoming Freshmen • Identify students who place close to the ‘cut scores’ on the placement test anytime during the year and offer an online version of our Bridge Program --- That’s my dream!

27. Contact Information • Fr. Gregory Rogers • Dean, General Education and University Transfer • Aiken Technical College • rogersf@atc.edu • (803) 508-7272 • Lynn Rickabaugh • Chair, Mathematics Department • Aiken Technical College • rickabal@atc.edu • (803) 593-9954 ext. 1319