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

2. 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

3. 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

4. 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.

5. 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

6. OSU Mathematics Learning Success Center

7. OSU Mathematics Learning Success Center

8. OSU Mathematics Learning Success Center

9. OSU Mathematics Learning Success Center

10. OSU Mathematics Learning Success Center

11. 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

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

13. Oklahoma STEM Majors Enrolled in Mathematics (Fall 2014)

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

15. 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 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.

16. 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

17. 45 55 75 60 35
< 30 30

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

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

21. 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.

22. 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.

23. 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

24. 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

25. 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.

26. 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.)

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

29. 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.

30. 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%

32. 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.

33. 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.

34. 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