1. Design Innovations for Accelerated Courses with Developmental Math
Milena Cuellar & Steven Cosares
LaGuardia Community College

3. Accelerated Statistics at LaGuardia
Focus on the needs of students from non-STEM majors
Satisfies remediation and core Math / QR requirements in one semester
Often completes the Major’s requirement for Math at LGA

4. Accelerated Statistics at LaGuardia
Elementary Statistics for students deemed to need remediation in Math, (e.g., as provided in MAT 096)
Focus on the needs of students from non-STEM majors
Satisfies remediation and core Math / QR requirements in one semester
Often completes the Major’s requirement for Math at LGA

5. Goals:
Accelerated course provides level of developmental math content consistent with the current requirement
(MAT 096 requires 5 hours of instruction per week)
Meets or exceeds the standard for articulation with 3-credit Elementary Statistics courses across CUNY and beyond
Develop students’ critical numeracy and problem-solving skills especially valued for the course and for subsequent (college learning) experiences
(Note: Algebra represents only a small part of this)
Course shares in the promises associated with acceleration, e.g., increased engagement and student retention

6. Approach
MAT 119 is a one-semester course, with 7 contact hours, including 2 hours of lab
The course is centered around the “Statway” developed by the Carnegie Foundation
Time-savings are achieved through a mix of:
Integration of developmental and college-level curricular material appropriate to Statistics and follow-on experiences, exploiting overlaps in course topics and learning goals
Effective use of technology and networked resources for lab, classroom, and homework activities
Pedagogy that has demonstrated levels of effectiveness

7. Statway
Integrated mix of Statistics with experiences that build Quantitative Reasoning,
In-class workbook activities to be performed cooperatively by students in groups
Pedagogy that promotes students’ productive persistence, continual engagement, accountability to peers
Learning platform with interactive e-Text and extensive web- based learning materials
Networked support for instructors
Promotes feedback for continued improvement and innovation and in curriculum and pedagogy

8. Adaptations for MAT 119 @ LGA
Build consistency with CUNY Policy
Math background topics explicit in syllabus, e.g.,
Estimation and Educated Guessing; Number Sense
Algebra and Algebraic Models; Graphs and Charts
Discrete and Continuous sets; Basic Logic
Summation notation; Area under the curve
Communication involving quantitative evidence
Home-grown experimentation/innovation in pedagogy
Additional projects and activities to develop Analysis and Problem Solving skills
Common Final Exam with Elementary Statistics MAT 120
Practice with calculation of test statistics
Joint review sessions

9. Measures of Success Student and Instructor feedback
Relative performance on final
Passing rates in course
Relative rates of degree completion of Statway students
Relative speed of degree completion of Statway students