Ohio Higher Ed BRIDGES to SUCCESS December 2, 2016 Case Study: Mathematics Co-requisite Remediation at Scale William Jaco Regents Professor, Grayce B. Kerr Chair and Head Department of Mathematics Oklahoma State University

Success in Undergraduate MathematicS SUMS Initiative Report on “Enhancing Entry-Level Mathematics Student Success at Oklahoma State University,” June 20, 2011. Response: (November 11, 2011) SUMS Initiative: A 6-year strategic plan to “Enhance Student Learning and Success in Mathematics” Phase I (3-year). Infrastructure (Facilities and Personnel) Phase II (3-year). Curriculum and Pedagogy

EARLY IMPLEMENTATIONS Enforced Placement Exam and Enforced Prerequisites Enhanced Mathematics Learning Success Center (MLSC) Clinical Faculty to Supervise and Coordinate multi-sectional Entry-level Courses (Functions & Modeling, College Algebra, Business Calculus, PreCalculus) Tenure-track Assistant Prof to Supervise and Coordinate Engineering/Science Calculus I

Initial placement process ALEKS placement test as an initial screen for courses through Calculus I. Not a one-shot deal: Students get multiple attempts, access to free online learning modules, and the use of free tutoring that we offer. Placement has worked well in general. Could be improved through a more robust proctoring efforts, which runs into logistical concerns. Placement scores determine in which course students will go and in which type: regular section or corequisite.

Mathematics Resource/Tutoring Center OSU Mathematics Learning Success Center (MLSC) 8000 sqft in Central Library 124 seat Computer Lab/Tutoring and Study Room 1010 sqft STEM Calculus, Tutoring/Study Room 1000 sqft PreCalculus/nonSTEM Calculus Tutoring/Study Room 450 sqft Diffy Q and Linear Algebra Tutoring/Study Room Online AP Calculus Facility Online Tutorial Facility 6 Group Workrooms 35-40 upper-level undergrad tutors Instructors of lower-division courses spend at least one office hour per week in MLSC Mathematics Learning Resources Leadership Workshop May 24-26, 2017

OSU Mathematics Learning Success Center

OSU Mathematics Learning Success Center

OSU Mathematics Learning Success Center

OSU Mathematics Learning Success Center

OSU Mathematics Learning Success Center

OSU Mathematics Learning Success Center Over 2200 swipes per (non-holiday) week on average; Average of 75% of lower-division students visit at least once per semester (3500 out of 4700). Every lower-division instructor holds at least 1 office hour/week in MLSC

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

Oklahoma STEM Majors Enrolled in Mathematics (Fall 2014)

Oklahoma Arts & Humanities Majors Enrolled in Mathematics (Fall 2014)

What is the “right” math course? Virtually no students who pass college algebra ever start Calculus III, which is a key course for STEM majors. Dunbar, S. 2005. Enrollment flow to and from courses below calculus . In A Fresh State for Collegiate mathematics: Rethinking the Courses below calculus, N.B. Hastings et al. (Eds.). Washington DC: MAA Notes, Mathematical Association of America. College algebra and traditional developmental math sequences were designed in the 1950’s to prepare students for calculus. However, with the exception of a few institutions such as the School of Mines, the majority of our students are in majors that do not require calculus. Is college algebra the right math course for students in the social sciences or the humanities or various other majors? Dunbar [4] has tracked all students at the University of Nebraska-Lincoln for more than 16 years and has examined enrollment patterns among about 150,000 students. He found that only about 10% of the students who pass college algebra ever go on to start Calculus I and virtually none ever go on to start Calculus III. He has also found that about 30% of the students from College algebra eventually start business calculus. Our state data appears to be similar. The CDHE pulled data from the academic year 2013 and found that of the roughly 13,000 students who completed college algebra with a C- or better, about 12% have gone on to pass a Calculus I course at any other state institution.

Possible Multiple Math Pathways from beginning gateway course College Algebra STEM Tech … Business Functions and Modeling Behavorial Science Social Science … QR - General Education Arts & Humanities Trades … STATISTICS

45 55 75 60 35 < 30 30

Oklahoma Data % of entering freshmen who enroll in remedial courses in their first year

% of remedial students completing gateway courses within 2 years Oklahoma Data % of remedial students completing gateway courses within 2 years

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

Acceleration and Corequisite Models In corequisite models, students who are not college ready engage with college-level mathematics content immediately with appropriate supports. The support takes a variety of forms in different programs. Slide 1 of 2 There is promising evidence that corequisite models help students who are not college-ready successfully complete gateway math courses more quickly than traditional sequences. Most of these models combine two of the NMP principles: acceleration and alignment to programs of study. These two slides define corequisite models. The slides that follow provide data from various projects. Please note that this is a broad overview and each program has differences in structure and design. We present this data to show that there is strong and broad evidence for the efficacy of these models. The data should not be used to compare programs. This requires a more in depth analysis of each program and data set.

Accelerated Learning Program Improve Student Success (Gateway) Co-requisite Instruction Three co-requisite models Accelerated Learning Program 45 minutes after class Additional class periods Mandatory Tutoring Paired Resource Centers Supplemental Labs Gateway Sequenced 5 weeks prep plus 10 weeks gateway content

1/2 1/2 1/2 1/2 1/2 Co-requisite Support Co-requisite Support Pre-Algebra Concepts of Algebra Intermediate Algebra Co-requisite Support Co-requisite Support

Corequisite model in College Algebra and in Modeling Corequisite classes meet MTWRF for 50 minutes at the same time each day. MWF classes are essentially identical to regular sections. Undergraduate learning assistant (LA) attends MWF classes to help with in-class activities. LA leads the TR classes, supervising activities the students do in groups that the course coordinator has prepared. Two types of activities: review of prerequisite material (e.g., exponent basics before covering logs) and extra practice on college-level course material. Pep talks, discussion of work habits and study skills.

Performance in College Algebra (Fall 2015 results) Enrollment Proportion of first-generation students Overall success rate (C or better) First-generation success rate All sections 820 20.7% 68.4% 64.1% Regular sections 733 18.8% 68.8% 63.0% Corequisite sections 87 36.8% 65.5% 68.7% Average historical success rate in College Algebra for those who took developmental math: 30%. (Roughly 15% of those who started in developmental got through College Algebra successfully.)

Performance in next course (Spring 2016 results) Success rate: 83.7%.

Completion of Gateway Math by ACT Sub-score Community College Pre-requisite Model vs. Co-requisite Pilots Slide 1 of 2: Tennessee Data from TN Board of Regents on one-semester corequisite model.

Gateway course pass rates improvement in other states Subject Traditional Model (2-year) Corequisite Model (One Semester) West Virginia Math 14% 62% English 37% 68% Tennessee 12% 63% 31% 67% Indiana 29% (3yr) 64% 37% (3yr) 55% Georgia 21% 71%

Improve Student Success Inquiry Oriented Learning “Tell me and I forget, show me and I remember, involve me and I understand” Inquiry: a seeking by questioning for truth, information or knowledge. Learning: gaining skills and attitudes that enables resolutions to questions and issues while constructing new knowledge. http://www.thirteen.org/edonline/concept2class/inquiry/

Secondary School Preparation Concurrent Enrollment. College-credit bearing courses taught by college-approved HS teachers on HS Campus. Dual Enrollment. HS student enrolls in class on College Campus or “regular” college instructor gives course on HS Campus. Online Course. HS student enrolls in online course from a college instructor via distance education. Advanced Placement and International Baccalaureate. Credit by standardized test.

Oklahoma Math Success Initiative Oklahoma joins CCA Math Success Group Strategic Plan Remedial Reform Summit High School Preparation Mathematics Faculty Conference Status Report Math Pathways Draft Recommendations Implementation and Evaluation Math Transfer Inventory Higher Education Completion Conference 2011 2012 2013 2014 2015 2016 2017 2018