1. SSUMathPath Shawnee State University
Brittany Corsaro, Douglas Darbro, Courtney Hayward, Linda Hunt,
Shawn Rose, Heather Waugh, John Whitaker

2. Overall Goals Three Distinct Pathways Quantitative Reasoning Course
Co-requisite statistics course(s)
Assessment for co-requisite statistics and existing co- requisite algebra.

3. Distinct Pathways
STEM Pathway: college algebra, trigonometry, calculus for degrees in science, engineering, mathematics
Statistics Pathway: Principles (Introductory) of statistics, business statisitcs for degrees in business, psychology, political science, sports science, sociology, health science fields, education
Quantitative Reasoning Pathway: Develop a quantitative reasoning course for degrees in English, history, philosophy, fine arts.
Make an advising sheet which lists the math courses needed for each major as well as a list of what majors a math course can satisfy.

4. Quantitative Reasoning Course
OTM compliant
Content and placement level requirements established so that the course is accessible to appropriate student body while having students successfully completing the course
Determining the relationship of SSU’s Math Core Course to the quantitative reasoning course.

5. Co-requisite Introductory Statistics
Determine content for a co-requisite developmental math course to go with existing Principles of Statistics course (STAT 1150). Content will be determined by mathematical background needed for STAT and possibly the student audience this course is to serve (nursing).
Establish placement levels for students to take the co-requisite stats model. The current minimum ACT math subscore for STAT 1150 is 18.
Establish registration procedures for this co-requisite model.

6. Assessment of Co-requisite Stat and Algebra Models, Quantitative Reasoning course, and pathways
Evaluating the academic success of students who took co-requisite courses. Comparisons to students who did not take the co-requisite models will be made.
Evaluating the academic success of students who took the quantitative reasoning course especially in terms of persistence.
Evaluating math pathways in terms of appropriate students course scheduling related to sought after degree.
Having some students who took the co-requisite model (re)take a placement exam (accuplacer)

7. SSU Existing Co-Requisite College Algebra Model
2 credit hour intermediate algebra course (Math 0120A) taken in conjunction with SSU standard college algebra course (Math 1200A)
All students in Math 1200A are taking the co-requisite model.
Each student in this co-requisite model has the same instructor for their sections of Math 0120A and Math 1200A
Placement level for this co-requisite model includes minimum ACT Math Subscore of 20 (stand alone college algebra placement level is 22)
Pre-req include appropriate placement level or an A in beginning algebra and instructor’s permission.

8. Co-requisite college algebra (continued)
Was Piloted in academic year where 4 sections were offered.
If student had higher grade for Math 1200A, then that grade would be the grade for both Math 1200A and Math 0120A. Students could get a higher grade in Math 0120A than they did for Math 1200A. (what do we do with students who pass Math 0120A but fail Math 1200A?)
About 50 students enrolled last year
About 56 students enrolled this term.