Bruce Vandal Senior Vice President | Complete College America COMPLETE COLLEGE AMERICA Scaling Corequisite Spanning the

Remediation Too many students start college in remediation. 61% in 2-year institution 28% in 4-year, non- flagship institution

African Americans, Hispanics and Pell Students are Over Represented 2-year Students 4-year Non-Flagship Students

2-year Students Most are in Math – Far Too Many Require Both Math and English

Access to College or Remediation For too many students, a remedial class is their first and their last college experience.

The System Does Not Work, Particularly for African Americans Gateway Course Completion in 2 years 2-year college remedial students

Few Graduate or Transfer Of 2-year students enrolled in remediation:  11% graduate in 3 years  18% transfer to 4-year institution (with or without a degree) in 4 years

8 Remediation Student attrition is at the heart of the matter…

Provide Academic Support as a Corequisite, not a Prerequisite

More time on task and help for students when they need it (just in time) The Corequisite Strategy

One Semester Redesigned Gateway 13 Gateway Extra Time Mandatory Tutoring Sequenced Paired, proctored labs 45 minutes after class Additional class periods 5-week prep + 10 weeks of gateway content

Traditional Remediation Results English Math

One Semester Scaled Results 22% Traditional Remediation National Avg for Gateway Course Success English Math

Do Corequisite Students Continue to Succeed?

One Year later…. 45% 12% Tennessee Board of Regents, 2015

What about the lowest level students?

Completion of Gateway Math by ACT Sub-score Community College Pre-requisite Model vs. Co-requisite Model

Are Corequisites Quality Learning Experiences

... students who took a corequisite course were more engaged learners, which means they're more likely to be successful in college Evelyn Waiaiole, Center for Community College Engagement Inside Higher Ed, 2/23/2016 Corequisite Students are Engaged Learners

Corequisite Math Expectations meet Reality: The Underprepared Student and Community Colleges, Center for Community College Engagement, Feb. 2016

Math Pathways + Corequisite = Gateway Math Success

College Algebra’s Only Purpose: Preparation for Calculus 24 College Algebra Calculus

Math Is Aligned with Meta-Majors Quantitative Reasoning/ Statistics

Ivy Tech Remedial/Math Placement Post-Math Pathways

Quantitative Reasoning 8,524 students28% Corequisite Technical Math 984 students17% Remedial College Algebra 860 students42% Remedial Ivy Tech Math Placement New Entering Students 8% Placed in Stand Alone Remediation

One Semester Scaled Results 22% Traditional Remediation National Avg for Gateway Course Success English Math

What About College Algebra?

Subsequent Math Success – College Algebra Corequisites University of Nevada-Reno 30 SubjectCollege-Level Placement Corequisite College Algebra/Int. Algebra Business Calculus74%88% Pre-Calculus83%84%

Math Pathways + Corequisite + Pathways = College Success

Pre-Major Advising Humanities STEM Social Sciences College Algebra Stats Advise and Assess Choose Meta-major Gateway Math in 1 st year Choose Major QR Coreq Major Coreq Major A Model Pathway

THE OLD WAY TO NAVIGATE MATH AT OUR COMMUNITY COLLEGE R. Jeffs, Ivy Tech Community College- Muncie, (765)

MATH MATH MATH MATH MATH MATH MATH050 1,078 MATH ,704 MATH MATH110 2 MATH MATH MATH115 7 MATH MATH MATH MATH132 2 MATH133 1 MATH MATH MATH ,687 MATH200 6 MATH201 4 MATH NONE 349 Courses Students Enrolled Fall 2011 with 20 Credits or More Have Attempted R. Jeffs, Ivy Tech Community College- Muncie, (765)

Students Enrolled Fall 2011 With More than 20 Semester Hours and Not Completed Math AttemptedHC% Group% Enrolled* =>20 and <30 1, %12.1% =>30 and < %8.1% 40 and Greater 1, %22.5% Total 3, %42.7% * n = 8,793 R. Jeffs, Ivy Tech Community College- Muncie, (765)

MATH PATHWAYS IVY TECH COMMUNITY COLLEGE OF INDIANA R. Jeffs, Ivy Tech Community College- Muncie, (765)

Changing From Pre to Co-Req Model MATH COURSE SECTIONS SPRING SEMESTER DEVELOPEMENTAL COURSESTOTAL SECTIONS IN SYSTEM MATH MATH GATEWAY COURSES MATH118 (to be 123-QR)675 NEW 118 (to be 123-QR)426 TOTAL GATEWAY NEEDED1101 R. Jeffs, Ivy Tech Community College- Muncie, (765)

COMPLETE COLLEGE AMERICA (CCA) DEFINITION Enrolling developmental education students in remedial and college-level courses in the same subject at the same time. Students receive targeted support to help boost their understanding and learning of the college-level course material. R. Jeffs, Ivy Tech Community College- Muncie, (765)

INDIANA COMMUNITY COLLEGE DEFINITION Co-requisite means that two courses are offered in the same semester and through the deliberate, coordinated efforts of the faculty the sequence, objectives and assessments are linked to enhance student success R. Jeffs, Ivy Tech Community College- Muncie, (765)

Course Scheduling and Delivery The pair of courses, Math 080 and 123, is offered in the following formats. In each case faculty work in a team. They communicate between meetings to fine tune curriculum, evaluate student success and focus instruction. Fall and Winter Days- The courses are scheduled to meet twice a week with Math 080 scheduled immediately before or after the Math 123 course. Fall and Winter Nights- The courses are scheduled to meet once a week with Math 080 scheduled earlier in the week than the Math 123 course. Regions that scheduled sections for both classes on two nights perceived that they penalized students not in the co-req making them come two nights a week for one class and losing the opportunity to enroll in another program course. R. Jeffs, Ivy Tech Community College- Muncie, (765)

Course Scheduling and Delivery Summer Days- During an 8 week summer session, Math 080 is scheduled to meet on Monday and Wednesday with Math 123 offered on Tuesday and Thursday. All four class meetings start and finish at the same time on each day. Summer Nights- The co-req has not been offered on summer nights because it would require 3 or 4 nights a week. Students have not embraced attending that many nights a week. R. Jeffs, Ivy Tech Community College- Muncie, (765)

Course Scheduling and Delivery Online- Because success in online courses has not been evidenced for 000 level courses the co-req does not have an online option. R. Jeffs, Ivy Tech Community College- Muncie, (765)

Section Numbers Currently there are three section numbers associated with a single co-req pair. They are: Math f The co-req section with a cap of 15 students Math f The remediation gateway course with a cap of 15 students Math f The regular gateway section with a cap of 15 students The two 61f sections above have the same 15 students. A student cannot enroll in one without the other. The 10f section will allow students that have the pre-requisite or Accuplacer score to enroll. Regions may set the number of students in the Math 118 regular section. At this time we are manually combining the 61f and 10f sections just before classes start and are seeking an automatic way for this step. R. Jeffs, Ivy Tech Community College- Muncie, (765)

Faculty Faculty teaching the gateway course are required to be SLAS Mathematics credentialed. The faculty teaching the Math 080 course may be an developmental math credentialed and experienced person. When scheduling the instructors consideration should be made to allow the paired instructors meeting time and the ability to visit each other's classes. R. Jeffs, Ivy Tech Community College- Muncie, (765)

Faculty Development To enhance the success of students, faculty will be afforded professional development opportunities that will include: Team building for the paired faculty, Content knowledge, Technology, and Pedagogy R. Jeffs, Ivy Tech Community College- Muncie, (765)

Students Registration If students do not meet the 100 level assessment or pre-requisite and qualify for the co-req options, they must enroll in both the 000 and 100 level class. If they drop a zero level course, they are no longer eligible to remain enrolled in the college level course. R. Jeffs, Ivy Tech Community College- Muncie, (765)

Staff Development Staff in student services and in supporting areas to understand the significance of this project students and the College will receive professional development that will include changes in: Computer Advising policies, Curriculum, and Pedagogy. R. Jeffs, Ivy Tech Community College- Muncie, (765)

CURRICULUM The corequisite course should support and coordinate with the college level gateway course to provide “just in time” remediation. The gateway level course should provide students with the same experience as non-co-requisite sections of the same course. The gateway course should maintain the same depth, rigor, and expectations as all other sections of that course. Pacing of the course particularly for topics that require mastery of prerequisite skills and calendar adjustments should be made by participating faculty to allow time to remediate these skills. R. Jeffs, Ivy Tech Community College- Muncie, (765)

Textbook There is only one textbook used by the coreq and gateway course. If it is used there is only one MyMathLab code required. R. Jeffs, Ivy Tech Community College- Muncie, (765)

Pedagogy Demonstrations and group projects provide the content in the gateway course. Faculty in the coreq course respond to student questions, remediate weaknesses, guide social learning. Questions answered Multiple representations Self corrections of tests Immediate feedback R. Jeffs, Ivy Tech Community College- Muncie, (765)

RESULTS See attached.pdf R. Jeffs, Ivy Tech Community College- Muncie, (765)

German Vargas Assistant Vice President for Academic Student Engagement Associate Professor of Mathematics Transformation at-scale across the University System of Georgia

University System of Georgia 29 institutions 320,000 students 4 Research Universities, 4 Comprehensive Universities, 10 State Universities, 11 State Colleges 6 year graduation rates range from below 30% to 83%

Introduction January 2013: The University System of Georgia (USG) establishes a system-wide Task Force on the Role of Mathematics in College Completion Task Force: How to dramatically increase success rates in mathematics gateway courses without compromising the integrity of the mathematical content 8 mathematics faculty from a wide spectrum of institutions, 4 USG specialists. Consultants: Uri Treisman, Jenna Cullinane from Dana Center and Bruce Vandal from CCA

Introduction July 2013: In its final report, the Task Force presents 8 recommendations to guide the transformative efforts throughout the system. September 2013: The USG appoints the Ad Hoc Steering Committee to direct the implementation of the recommendations. With a broad representation of faculty from every USG institutional classification, and in conjunction with the Advisory Committee on Mathematical Subjects (ACMS), this committee created an implementation plan to execute the Taskforce recommendations

Introduction February 2014: The Ad Hoc Steering Committee finalizes the implementation plan, and the plan is endorsed by the Academic Committee on Mathematical Subjects (ACMS). April 2014: After a series of regional workshops to discuss institutional ideas and concerns, the USG System Office hosts a system-wide Transforming Remediation Symposium. Fall 2014: Some institutions across the USG start ahead of the fall 2015 target for at-scale implementation: Albany State University Bainbridge State College College of Coastal Georgia Georgia Highlands College Gordon State College

Recommendation 1 Focus on supporting success in college credit-bearing, gateway mathematics courses for all students. Divert our focus from remediation in lower division courses to enhancing and supporting success in the college credit- bearing courses. Overarching recommendation.

Recommendation 2 Align gateway mathematics course sequences with academic programs of study. In particular, College Algebra should not be the default class for non-STEM majors. Two Pathways: STEM (1111) and non-STEM (1101 or 1001) MATH 1111 College Algebra: This course was designed explicitly to develop the algebra skills needed for success in calculus. Students who will not need these specific skills in a later course are usually better served in the other pathway. MATH 1001 Quantitative Reasoning or MATH 1101 Introduction to Mathematical Modeling: Both courses include the analysis of data–centered problems with the intent of developing appropriate mathematical models and communicating results in a clear and effective fashion.

Recommendation 3 Implement a co-requisite approach to support student success in gateway mathematics courses. Just-in-time support: "provide students in standard gateway college-credit courses with more learning time and intensive instruction explicitly designed to support mastery of college material as the need arises.“ Support courses aligned separately with STEM and non-STEM gateway courses Implementation Parameters well defined Common course numbering throughout the state Best Practices outlined Course descriptions, Sample Syllabi, and sample curriculum proposals provided to support the implementation at each institution

Recommendation 4 Develop year-long mathematics pathways for students with significant gaps in preparation. Year-long Pathways: First term: Foundations course Second term: Gateway + Co-requisite Foundation courses also aligned with STEM and non-STEM gateway courses Implementation Parameters well defined Common course numbering throughout the state Best Practices outlined Detailed course descriptions for each of the new foundation courses, including course content, course outcomes, and student learning objectives. Sample Syllabi, sample curriculum proposals, and sample year-long pathway curricular models (from other states) provided to support the implementation at each institution

Recommendation 5 Use multiple measures to place students in gateway courses and appropriate supports. A combination of high school GPA and a standardized test score is a better predictor of student success in a gateway math course than either measure alone Math Placement Index (MPI)

Recommendation 8 Develop advising systems and protocols for placing students in gateway mathematics courses and co- requisite supports that align with their intended programs of study Transitioning to the new system of gateway mathematics courses and course support systems demands significant change in long-established traditions of college advising by both faculty and professional staff.

Status of Implementation All the recommendation (with the exception of the MPI) have been implemented at-scale throughout the system. Data from the vanguard institutions that started in fall 2014.

Status of Implementation At the College of Coastal Georgia:

Status of Implementation Performance beyond the gateway courses (CCGA Data):

Lessons Learned to Date Importance of the role of faculty in the development of system-wide changes Consensus building from the start Faculty involvement from all types of institutions Used existing faculty advisory committees for implementation Importance of institutional data awareness Create a sense of urgency Contextualize the issues

Lessons Learned to Date The corequisite approach may be counterintuitive for some faculty Compare and contrast your internal institutional or state research to national research, and prepare to be challenged. Diagnosis and Treatment

Lessons Learned to Date Enlist your innovative and progressive faculty and empower them to be the change agents. Support institutional transformative efforts from the state level. Use structures and protocols from vanguard institutions to propel an at-scale transformation system-wide. Be agile to react and adapt emerging challenges.

Resources _georgia/transforming_remediation _georgia/transforming_remediation orming_remediation/TaskForceMath.pdf orming_remediation/TaskForceMath.pdf orming_remediation/AdHocSemiFinalMath pdf orming_remediation/AdHocSemiFinalMath pdf

Questions

Mathematics Corequisite and Pathways Efforts at Oklahoma State University Chris Francisco Associate Head for Lower-Division Instruction May 18, 2016

Impetus for Changes at OSU (2011) Many misplaced students, particularly in entry-level classes. High DFW rates in lower-division courses, especially College Algebra. Students were taking College Algebra who would have been better served in a course with less formal manipulation. Too many students were in remedial classes that were often ineffective in preparation for gateway classes. Needed to address these structural problems to allow for effective pedagogical reforms. Success in Undergraduate Mathematics (SUMS) initiative started Fall 2012.

Placement procedures Students take the ALEKS placement test. Generally first time is unproctored, subsequent tries are proctored. Five free tries + six months of access to free online learning modules. We enforce prerequisites during enrollment and prior to semester. Selected cut-off scores: Quantitative Reasoning: 30 Math modeling alternative to College Algebra: 35 College Algebra: 45 Calculus I: 75

Also large increases in STEM-prep enrollment: 75% increase in Differential Equations enrollment in 5 years.

Math Modeling Pathway Functions & Change: A Modeling Approach to College Algebra by Crauder, Evans, and Noell. Taken by Business students and other non-STEM students who don’t need College Algebra. Modeling data with graphing calculators and/or Excel. What does it mean for data to be linear? Exponential? Logistic? What is average rate of change? Can we use it to understand instantaneous rate of change? At OSU, this is MATH 1483: Mathematical Functions and Their Uses.

Success with Math Modeling Pathway DFW rates of around 18% in the fall semesters, 25% in the springs. Good success when using as prerequisite for Business Calculus. Students can use as a prerequisite for College Algebra, meaning they get college-level credit while learning valuable material and figuring out how to study. DFW rate in College Algebra is the same for students who qualify via ALEKS and for students who qualify via the modeling course. Many client disciplines switching from College Algebra to this course (Business, Psychology, some Agriculture, etc.).

College Algebra Corequisite Model Students who score on ALEKS and who need College Algebra are eligible to enroll. We ran 3 pilot sections in Fall 2015, each capped at 30. Students attend a typical class on MWF and then meet with an undergraduate learning assistant TR. The TR sessions are group activities, designed by the course coordinator, no lecturing. Refreshers on “remedial” topics plus extra practice on the course material. Key predictor of success: Does the student attend class?

Fall 2015 College Algebra Results Enrollment Proportion of first- generation students Overall DFW rate First-generation DFW rate All sections %31.6%35.9% Regular sections %31.2%37.0% Pilot sections8736.8%34.5%31.3%

DFW rate: 16.3%

Contact information Chris Francisco Associate Head for Lower-Division Instruction Department of Mathematics, Oklahoma State University Phone: