A Journey to the Ideal Corequisite Course Source: www.summitpost.org

Corequisite Course = Lab = Supplemental Academic Instruction (SAI) Warning!! Warning!! Corequisite Course = Lab = Supplemental Academic Instruction (SAI)

Littleton Castle Rock Parker

ACC Students Full-Time 20%, Part-Time 80% Average Age 25.3, Median Age 21 Degree Seeking 79%

Dev Ed Redesign Developmental Education Task Force, Fall 2011 Goal: To accelerate students so they can be successful in a college level course by allowing students to reduce the amount of time, number of developmental credits, and number of classes.

Pathway Model MAT 050 Quantitative Literacy MAT 055 Algebraic Literacy MAT 103 Clinical Calculations MAT 108 Technical Math MAT 120 Math for Liberal Arts MAT 135 Statistics MAT 155 Integrated Math I MAT 156 Integrated Math II MAT 050 Quantitative Literacy MAT 091/092 Quant Lab MAT 055 Algebraic Literacy MAT 121 College Algebra MAT 025 Algebraic Literacy Lab MAT 093 Algebra Lab

Lab Course Competencies After successful completion of this course the student should be able to: Lab Course Competencies Demonstrate improvement in skills needed for success in requisite math course. Demonstrate improvement in learning strategies that lead to persistence and success in mathematics.

And the journey begins … First Corequisite Course offered Spring 2014 After many wrong turns, we are on Version 5.0 FLEX Model F2F Non-Linked and FLEX Model F2F Linked with no tech F2F Linked with tech (PCs) F2F Linked with tech (iPads) and Assistant

Mile 1: The FLEX Model 1 math teacher + 1 lab teacher, 2 separate courses Corequisite Course Activities ‘Getting to Know You’ Handout ‘Prep’ assignments Mixed reviews Test corrections Instructor Conference with Math Teacher Required attendance in the Math Support Center

Mile 1: The FLEX Model Peaks Valleys ‘Prep’ assignments Mixed reviews Test corrections Conferences Valleys “Poor FLEX Students” “Poor Marie” “Poor Math Instructors” FERPA Reporting Grades Workload

What students are saying … Source: www.i2symbol.com

Mile 2: F2F, Non-Linked and FLEX 1 math teacher + 1 lab teacher, 2 separate classes Course Activities ‘Getting to Know You’ Handout ‘Prep’ assignments Mixed reviews Test corrections Instructor Conference with Math teacher Required attendance in the Math Support Center (FLEX students) in lab classroom 1 x week (F2F students)

Mile 2: F2F, Non-Linked and FLEX Peaks F2F with personalized instruction ‘Just in time’ discussions Community/Relationships Valleys “Poor FLEX Students” “Poor Scott in FLEX” “Poor Danielle in F2F” “Poor Math Instructors”

What students are saying … “I felt between the classroom lecture, 025 instruction & completing anything extra in the math lab was a winning combination for me and I feel blessed that I found such a wonderful math department” “The environment was relaxed and everyone was friendly and willing to help each other”

Mile 3: F2F, Linked no Tech Same teacher for math class and lab class Course Activities ‘Getting to Know You’ Handout ‘Prep’ assignments Mixed reviews Test corrections Instructor Conference Required attendance in lab classroom 1 x week

Mile 3: F2F, Linked no Tech Peaks Valleys Linked Time on task Strengthened non-linked sections Valleys “Poor Heidi” Contact Hours (Whoops!) Met 1 hour a week

What students are saying … “I hear this was a new step in having computer time after class. I believe this accelerates the learning concepts.” “I really enjoyed the immediate interaction after the lecture and get help with homework instead of struggling on my own at home.”

Mile 4: F2F, Linked with Tech Same teacher for math class and lab class in a room with technology access Course Activities ‘Getting to Know You’ Handout ‘Prep’ assignments Mixed reviews Test corrections Instructor Conference Required attendance in lab classroom 2 x week

Mile 4: F2F, Linked with Tech Peaks Access to Technology Get students in MML and D2L Day 1 TI Graphing Calculator accessible to all students at all Times Valleys Prep Assignments

What students are saying … “Engaged conversation with other students for help with homework.” “In my opinion, the school has hit upon a recipe for success in teaching mathematics”

Mile 5: F2F, Linked with Tech and Assistant Same teacher for math class and lab class in a room with technology access and an assistant during lab time Course Activities ‘Prep’ assignments Mixed reviews Test corrections Instructor Conference Required attendance in lab classroom 2 x week

Mile 5: F2F, Linked with Tech and Assistant Peaks Assistant Focus on requisite vs. prerequisite iPads increase access Valleys iPads www.davidnprogress.com

Approaching the Summit Course Model Linked Access to technology Assistant Course Requirements ‘Getting To Know You’ Handout (non-cog focus) Mixed Reviews (cumulative) Test Corrections Instructor Conferences (advising based) Required Attendance

Developmental Math Data SP15 MAT 055 with MAT 025 Sections 59.4% MAT 055 56.6% FA15 MAT 055 with MAT 025 Sections 65.9% MAT 055 73.2%

College Level Math Data SP16 MAT 121 College Algebra with Lab Sections 88% (37 of 42 students) MAT 121 College Algebra historical pass rate 64% Quite a following! Danielle: 17 of 26 were previous MAT 025 students Heidi: 8 of 16 were previous MAT 025 students

Students need college level math & colleges need completion. Why stop here? Students need college level math & colleges need completion.

Tips for a Successful Journey Work with your … Registrar Advising Math Department Course Development Team Facilities (scheduling/rooms) IT (technology support/devices)

What Questions Do You Have?

Happy Trails on Your Journey! Heidi Barrett & Danielle Staples