Converting Roadblocks into Roadways: Reconstructing Developmental Math Courses Phoenix, AZ Paul Golisch, Mike Hamm Jennifer Henderson

Only 33% of students placed into Dev Math complete the sequence Data and graphics from National Center for Postsecondary Research Only 33% of students placed into Dev Math complete the sequence 195 students Approx. 7% in MCCCD complete all 3 courses (13 of 190) http://www.postsecondaryresearch.org/conference/PDF/NCPR_Panel4_CullinaneTreismanPaper_Statway.pdf

Typical Roadblocks Traditional instruction is not the best format for everyone. (Mike) Many Dev Ed Math students lack the confidence, preparation, and support needed to succeed. (Jennifer) There are limited resources available for students and faculty. (Paul) The handout has links to most of the resources

Traditional Instruction Alternatives to Traditional Instruction Dr. Mike Hamm Math Division Chair

Non-Traditional Scheduling http://www.facultyfocus.com/articles/trends-in-higher-education-scheduling-courses-for-flexibility-and-student-success/ Late start classes, online, and hybrid Algebra with Anxiety Reduction (5 credits) Teach a 2-3 course math sequence

Growth of Hybrid/Online Sections Developmental Math   Hybrid Online Fall 12 3 N/A Spring 13 5 Summer 13 Fall 13 6 Spring 14 4 8 Fall 14 9

Non-Traditional Instruction http://www.knewton.com/flipped-classroom/

During Class – A E I O U

interactive activities Class time is used for interactive activities The Slope Game

Flipped Classroom Survey Data Example from One Class

Faculty Buy-in is Critical New Faculty Hire catalysts Provide mentors

Faculty Buy-in is Critical New Faculty Hire catalysts Provide mentors Dean – special part-time assignment Researches new strategies & resources Helps navigate processes Has flexible schedule

Faculty Buy-in is Critical New Faculty Hire catalysts Provide mentors Dean – special part-time assignment Researches new strategies & resources Helps navigate processes Has flexible schedule Collaboration More fun Share successes & challenges Conducted Program Review

Engagement and Confidence Increasing Student Engagement and Confidence Jennifer Henderson Residential Math Faculty

iPad Survey Data Impact

iPad Survey Data Enjoyment

Board … not bored

Student Engagement How Do We Get There? Discussion Board “I Can Relate” Icebreaker

Student Support Options Math Center (tutors & faculty) Dev Ed Tutoring Room Small Study Rooms Testing Center

Dean, Information Technology Using Limited Re$ource$ Creatively Paul Golisch Dean, Information Technology Adjunct Faculty, Math

Seizing Funding Opportunities Submit Proposals Aligned to Strategic Goals Placement Test Review Tools Dev Ed Course "scholarships” Tablets for Faculty OER Development Save students money Washington $1.26 million Scottsdale CC $364,000 Maricopa Millions Project www.maricopa.edu/oer

Open Educational Resources

Collaborating with Colleagues Faculty create videos and homework problems and share them with colleagues across the district and the world

Next Steps? Expand use of iPads in the classroom Expand use of OERs and Flipped formats Expand Hybrid & Online course offerings Continue to schedule classes to enable cohorts Diagnostic test and Dev Ed Modules Accelerate the course sequence (two course in one semester) Consider Ideas such as “Concepts of Numbers” Course Design (Montgomery County Community College – www.ScalingInnovation.org)

Questions? Handouts are in the back Thank you very much for attending paul.golisch@paradisevalley.edu mike.hamm@paradisevalley.edu jennifer.henderson@paradisevalley.edu Video editing and graphic design by Sam Fraulino