1. College Algebra Across Texas— Survey Results G. Donald Allen – Texas A&M University Linda Reichwein Zientek – Blinn College Mel Griffin – Texas A&M University Gloria White – Charles A. Dana Center Paula A. Wilhite – Northeast Texas Community College

2. Sample 33 Community Colleges 13 Universities 72% Retention Rate 69 % Completer Rate

3. College Algebra (Math 1314) Why Math 1314? Who Enrolls in Math 1314? Topics Covered?

4. Box Plots Some of the graphs following show box plots of the data. This means –The solid block shows the 25-75 percentile range –The “whiskers” show the outlier values.

11. Topics Indicated by Department Chairs as Important for Incoming College Algebra Students _ __________________________________________________________________________________ Percent by University Percent by Community College _________________________________ _________________________________ Most Somewhat Marginal or Most Somewhat Marginal or Topics Important Important No Importance Important Important No Importance __________________________________________________________________________________ Algebraic Manipulation 100 0 0 100 0 0 Problem Solving 67 25 8 84 16 0 Fractions 83 17 0 82 16 0 Logarithmic/ Exponential 18 55 27 16 68 16 Trigonometry 0 36 64 3 13 84 Regression Modeling 9 9 82 3 20 77 Graphing Calculator 18 55 27 6 47 47 Group Work 9 27 64 0 48 52 _____________________________________________________________________________

17. Conclusion College Algebra students were typically not entering STEM fields. University and community colleges were consistent in their beliefs about what topics students should know and algebraic manipulation and fractions topped their list. The instructional method was traditional lecture but graphing calculators were being incorporated in the lectures with variations between schools. Professors in higher education typically assessed students in traditional methods of exams and quizzes.

18. Conclusion Two and four year college math departments parallel each other on –instructional modality –use of technology –assessment methods Neither community colleges nor universities have moved far from the traditional classroom. The transition from community college to university is rather seamless in regards to teaching environment High school students emerging from non- traditional classrooms will need to adjust to the traditional class settings typical at most colleges.