1. A Unique Modular Approach
MATH THE BUTLER WAY
A Unique Modular Approach

2. Why Redesign? National push to increase graduation rates
Focus on developmental education to improve success, retention, and completion
Math courses, particularly College Algebra, are being targeted as barriers to degree completion 1

3. Foresight 2020
Increase to 60 percent the number of Kansas adults who have earned a certificate, associates, or bachelor’s degree by 2020.
Achieve a ten percentage point increase in
retention and graduation rates by 2020. 1

4. Butler Math Data indicated
Few students who start the math sequence persisted to MA131/135
The majority of students who disappeared from the sequence were dropping without completing a course
Students who failed a course and retook it the very next semester had higher chance of passing that course
Very Few students who start the math sequence in MA020/040 persist to MA131/135
Initial findings indicate the majority of students who disappear from the sequence are dropping without completing a course, or have failed the course once and enroll again but leave before completing.
Students who fail a developmental course and retake it the very next semester have higher chance of passing that course.
Along the same lines, students who pass a developmental math course and enroll in the next course the following semester are most likely to pass the next course.
Students who passed a course and enrolled in the next course the following semester were most likely to pass the next course

5. MA020/040 Persistence to College Algebra
So what does the math funnel look like at Butler, Gene George has been work with ARGOS to create a math data block that will allow us to track cohort of students through the math sequence and help us identify where we are losing students in the funnel. I am going to share just a snap shot of what we found when tracking developmental students persistence to college algebra, the capstone course for the majority of students graduating from BCC.
In Fall % of students who began in MA020/040 persisted to college algebra. Although 67% of the students passed the course, four semesters later only 3 of the 134 students who started in MA020/040 in the Fall of 2010 even persisted to college algebra. (this pattern was consistent across the following semesters)

6. MA050 Persistence to College Algebra
As the number of courses between college algebra and the students starting course decreases, the percentage of students who persist to college algebra increases ( which makes sense, the shorter the pipeline the more likely the students are to persist, additionally their math skills are a little bit better for each subsequent course. This image represents the number of students who enrolled in MA050 in Fall 2010, those in yellow (26%) are the ones who persisted to college algebra. ( Of the 312 students enrolled in MA050 only 81 will persist to college algebra.

7. MA060 Persistence to College Algebra
MA060 is 2 levels below college algebra, The enrollment is a bit larger so I am just representing the percentages here. There were 541 students who enrolled in MA060, 218 or 40% of these students persisted to college algebra. Again, as we followed cohorts in the following years the pattern stays fairly consistent, students who start 5 levels below college are least likely to persist to college algebra. So what can we do to reduce the amount of time students are spending in developmental courses, and increase the students chance for successfully completing college algebra, which should result in increased graduation rates?

8. Research
Current studies suggest that minimizing the amount of time student’s spend in their developmental course sequence increases the students chances for degree completion (Bailey, 2009).
McClenney and Dare (2013), suggested that students often view the multi-course progression through developmental courses as an impossible undertaking, thus reducing the likelihood that they will complete the course sequence.
Among the most popular forms of acceleration are compressed courses, paired course, and curricular redesign (Edgercombe, 2011).
011).
The research simply shows that developmental education is effective at preparing students for college level courses when students actually complete the developmental courses they are assigned to. However, the traditional long sequence of developmental courses has emerged as a road block on students path to degree completion. Often students see the long sequence of courses as an unsurmountable undertaking so they either choose not to enroll at all or start off defeated and are more likely to drop out or stop out. Butler had 5 levels of developmental math courses that students must pass before being allowed to take college algebra. If students placing in the lowest level developmental math course, wanted to graduate in two years they had to take summer courses, and they needed to pass each couse the first time they take it.
Modularization is one form of curricular design that we feel will best fit our student population. Modularization also fits very nicely into pathways.

9. Why Modules? Students will… take only the content they need
not be “stuck” in a 16 week course
not repeat content
earn as they learn

10. Breaking up curriculum into one credit hour units of study.
Butler’s Module Design
Breaking up curriculum into one credit hour units of study.

11. Units of Study Each module is… Equivalent to one credit hour
5 weeks in length
Taught in face to face setting
Offered in online format
NOT an emporium style model
Mastery based
Utilizes Hawkes Online Learning Platform 1

12. How are Students Placed?
Math The Butler Way 1

13. First Semester Preliminary Data

14. What are students saying?
“I am horrible at math so by taking these modules it really helps. I love how it's broken down into 5 week courses. I don't think I could handle a whole semester of math. ”
“I love the 5 week break down of the modules though. Because I think a whole semester of math would be to much to go and test on.”
“I really enjoyed the first module of this class and I am looking forward to learning much more during this module. I love how this class is taught, very detailed instructions. I will admit, I was very nervous about math classes because I despise math, but since I am actually learning, it hasn't been too painful. ”

15. “This is currently my fifth math module since I have enrolled here at Butler. I am not quite sure what my major is going to be yet. However, math was very difficult and challenging for me in high school. Now, I am finding it more understanding and even fun. I decided to enroll last summer, after realizing that a career change is in store for me in the future. ”
“I always struggled with math in high school as well.  I found that doing these modules seems to make it easier for me to understand.  Not as much information to have to remember. ”
“I understand how difficult math can be, I've struggled with math since elementary school and usually couldn't do math without help. But going to the math lab and being tutored has helped me understand math a little bit better.”
“ I was afraid that i could not retain what i learned, but with it being broke down in the modules it really helps! Don't let the 5 week exam freak you out, I have let it get to me every time and i do good every time I go!”

16. Presenter Contact Information
Shannon Covert, Associate Dean of STEM
Laurie Bruce, Developmental Math Program Coordinator
Cindy Bond, Lead Instructor
Bethany Chandler, Lead Instructor