MATH 1099: A Bridge To College Math

1. MATH 1099: A Bridge To College Math Presented by Professor Beth Barnett Assistant Professor Jessica Lickeri Student Success Summit 2014

2. Goals/Purpose • Meet the needs of students who need a refresher of algebraic concepts • Accelerate students through a four-course developmental mathematics curriculum • Prepare students for college-level coursework • Potential to complete up to four courses in one term • Save students time • Save students money

3. Developmental Education & Math Department Courses MATH 1099: Bridge to College Math (3 credits)

4. Pedagogy & Design • Self-paced(modified “Emporium Model”) • Mastery-based learning • Demonstrate 100% mastery of topics in the course • Demonstrate 80% mastery on a comprehensive final exam • No formal lectures • Media: Videos, e-book, Animations, Explanations • Instructor as facilitator

5. Pacing Guide (Example)

6. Placement & Grading • Initial placement • COMPASS (Testing Center provides placement sheet) • Pre-requisite course completion • “S” and “U” final grades • S: Completes at least one entire course • U: Does NOT meet the requirements to get credit for at least one course

7. What makes CSCC’s Bridge Course Unique? • High Mastery Levels • 100% Mastery of Topics • 80% Mastery Proven on a Final Exam • Modified Emporium • Traditional, Distance Learning, Blended formats still offered • Initial Placement via COMPASS Scores • Students can begin a course based on placement • Coded as a Lab Course • Students pay for 3 credit hours but attend class 6 hours per week

8. Instructor Role • In computer lab • Brief group welcome, attendance, announcements • Instructor as facilitator • Provides on-demand, individual assistance • Enters password for tests • Colored Post-It notes indicate need for instructor assistance

9. 3 Summers of Success!Success=completion of at least one courseOur administration was impressed by these success statistics and supported the expansion of our Bridge To College Math course.

10. AU 2012 Success Data Students in Bridge had a higher rate of success than students in equivalent remedial math courses: Data Source: HEI and ODS 1/17/13.

11. AU 2012 Success Rates by Starting Course Data Source: MATH 1099 faculty placement grade reports 1/18/13.

12. Beth Barnett’s Success Rates

13. Student Savings Autumn 2012 • Pre-Algebra (4 cr) • Beg Algebra I(2 cr) • Beg Algebra II(3 cr) • Int Algebra (5 cr) OR • Use Bridge for 3 credit hours • Finish Pre-Alg only • Save $123 + book • Finish Pre-Alg & Beg Alg I • Save $369 + book • Finish Pre-Alg, Beg Alg I & II • Save $738 + book • Finish Pre-Alg, Beg Alg I & II, & Int Alg • Save $1353 + book TIME: Proficiency through multiple courses MONEY: Tuition rate of $123 per credit hour & books

14. My, How We’ve Grown!

15. AU 2014: My, How We’ve Grown! • 43 sections including regional campuses • Course is 3 credits, but class meets 6 hrs/wk • Dedicated classroom/lab • Students pick up where they left off in previous semester

16. Factors Contributing to Student Success • Mastery learning • Flexibility • Student attendance • Placement issues • Accommodates “life” • Students learn that they are in control of their own destiny • Intrusive advising

17. What kind of student benefits? • Recent high school graduates • Non-traditional, returning students • Students who have been unsuccessful in traditional courses • Completed high school Algebra II with C or higher • ALL!!!!!!

18. Closing the GapsRace (AU12)

19. Closing the GapsGender (AU12)

20. Closing the GapsAge (AU12)

21. Records & Registration • Due to multiple exit points—needed to develop a way for students to register for next course • Progress Form • Check “PC” box on add/drop form and sign • 4-year partners & advisors requested that the transcript reflect the highest course completed • Data entry completed at the end of each semester to update student placement level

22. Financial Aid • Students passing 1099 and then re-taking the course was initially an issue • Educate Financial Aid on the purpose of the course and then they had to make it work in their system

23. 4-Year InstitutionsExample Transcript with MATH 1099 Credit Since Math 1099 allows students to “proficiency” through multiple courses in a single semester, a transcript that includes “Math 1099 S” grade is not sufficient because it does not indicate the course exit point. Because college advisors as well as receiving 4-year institution partners need to know how many courses students have finished in a semester of Math 1099, we have developed a new method of transcripting their credit.

24. Advising • Pilot—Recruit students • Full Scale—Inform students about the various developmental math courses that can be completed by taking MATH 1099, the benefits of taking the course, and the responsibilities that are involved when taking a modular, self-paced course • Communicate with Advising early and often to avoid enrollment challenges. Advisors will hesitate to place students in a new, unknown course.

25. Academic Departments • Developmental Education & Math Department Curriculum Committee approval • C&T Departments accepting MATH 1099 as meeting their degree requirement • ASC Departments allowing MATH 1099 to serve as the pre-requisite to their degree requirement. OSU partner also looks closely at 1099

26. Thank you… • Beth Barnett, Professor, Developmental Education Department (bbarnett@cscc.edu) • Jessica Lickeri, Assistant Professor, Mathematics Department (jlickeri@cscc.edu)