Bridges to Success Awardee Convening Survive or Thrive Bridges to Success Awardee Convening

Shelly Ray Parsons, Ph.D. Independent Assessment Consultant Insightful Educator Colorado Department of Higher Education Colleges in Colorado and Idaho State System Aims Community College, Greeley, CO Professor of Mathematics Director of Academic Assessment (2013-2015) New Faculty Mentor, Curriculum and Professional Development Content Specialist, e-Mentoring for Student Success (e-MSS) January 2007 - May 2016

What do we do at Aims… Statewide redesign in Developmental courses for both Math and English Spring 2014 pilot Fall 2014 all community colleges implement Co-requisite pairings in College Algebra Statistics Math for the Liberal Arts Students with a placement score below a specific level (cut score) must enroll in both the co-requisite course and the college level course Drop one…dropped from both Any student with a score above the mandatory enroll cut score may take in the co- requisite course

What’s working…well sort of Pass rate for developmental math courses Increase 36% to 41% Note…English 52% to 75% College Algebra MAT 121 and MAT 093 42 students enrolled in MAT 093 18 successfully completed MAT 093 and 11 also successfully completed MAT 121 Statistics MAT 135 and MAT 092 69 students enrolled in MAT 093 32 successfully completed MAT 093 and 17 also successfully completed MAT 135 Math for the Liberal Arts MAT 120 and MAT 091 No data…haven’t run MAT 091 yet

Pairing both courses with the same instructor Why are the pass rates in English higher that Math? What are design are they using that we are not?

Developing Supporting Materials Departmental collaboration on MAT 093 materials Weekly schedule that supports the structure of MAT 121 Faculty teaching MAT 121 have all agreed to present Chapters in the same order or approximately the same order Activities and handouts are shared with all faculty teaching the MAT 093 course but not all faculty are using the materials Daily board work is highly encouraged MAT 093 sections all meet twice weekly No collaboration has occurred for MAT 092 materials Weekly schedule that supports the structure of MAT 135 is needed Faculty teaching MAT 135 have all agreed to present Chapters in the same order or approximately the same order but some part time faculty are adding additional content beyond what is required in the course No activities or handouts are currently being shared for MAT 092 course Daily board work is highly encouraged MAT 092 sections all meet twice weekly

Syllabus information Common components for all co-requisite labs Prerequisites Text Description Content Grades Competencies currently listed…revising to LOs Additional elements added by individual faculty or are part of the standard syllabus requirements See online resources

Schedule at a Glance Week Vocabulary Notation & Forms Skills 1 Expression Equation Inequality Solve Solution Variable Factor Simplify Exponents Numbers   Solving 1 variable equations Basic factoring

Helpful Handouts… Download? Syllabus, schedule, and some sample activities

What should be Happening during These classes?

What Happens in some of them… Students work alone More of a “study hall” vibe Just work on your homework Little interaction with the faculty member Ask for help if you need it When students from multiple sections are enrolled and in different places within the course content, it can be difficult to create activities to support and meet all their needs.

Recommendations Partner co-requisite courses so that the faculty member teaches both courses as often as possible or Partner faculty teaching the co- requisite sections with faculty teaching the college level sections like a learning community Create a weekly structure for all co- requisite sections to follow that supports the college level course Develop and share activities and materials with both full and part-time Require all faculty to use the materials along with active learning strategies in their co-requisite course

Questions? shelly.parsons@aims.edu