1. Dr. Scott McDaniel Middle Tennessee State University

2.  Developmental Courses could no longer be offered at the 4-year university. Yet, students were still being admitted to the university who had academic deficiencies.

3.  In Fall 2006 students who would have placed into intermediate algebra were prescribed to take a special section of college algebra or math for general studies.  These courses were 5 contact hours in the classroom, 3 credit hours, (4 workload hours).  In Fall 2007 these course were 5 contact hours, with 4 contact hours in the classroom and 1 virtual math lab hour, 3 credit hours (4 workload hours).  In Fall 2011, a special section of introductory statistics was created.

4. ACT Math CourseCredit HoursContact Hours Next Course 15- 16 DSPM 0800 (Elementary Algebra) 3 (Institutional Credit) 3DSPM 0850 (Intermediate Algebra) 17- 18 DSPM 0850 (Intermediat e Algebra) 3 (Institutional Credit) 3 MATH 1010 (Math for General Studies) or MATH 1710 (College Algebra)

5. ACT (Math) CourseCredit Hours Contact Hours Next Course 15-16Math 1000K (Essentials of Mathematics) 3 (Elect. Credit) 5 (3 class/ 2 lab*) MATH 1010K (Math for Gen. Studies) or MATH 1710K (College Algebra) Or Math 1530K (Applied Statistics) 17-18Math 1010K (Math for Gen. Studies) or Math 1710K (College Algebra) Or Math 1530K (Applied Statistics 3 (Gen. Ed. Credit) 5N/A

6.  College Algebra ◦ Initially had a custom supplement made ◦ Now, the “Review” sections from the book are offered as an option for instructors to cover  Some do all of the “Intermediate” content at the beginning  Others integrate the topics as needed throughout the semester  Current Text: College Algebra with Modeling & Visualization, 4th edition, by Rockswold

7.  General Studies Mathematics ◦ Initially the same custom supplement used for college algebra was used ◦ Now, all instructors use the two algebra chapters from the book. These chapters are not covered in the non-prescribed class. ◦ Current text: Mathematical Ideas, 12th ed. by Miller, Heeren, and Hornsby

8.  Introductory Statistics ◦ Was the most difficult to create ◦ Two Criteria: 1.Focus on algebra topics that will help students succeed in the course 2.Algebra topics that focus on mathematical literacy purposes to ensure that students pass a non- prescribed college algebra class should they change their major

9.  Solving a linear equation (Basic)  Graphing a linear Equation (Basic)  Factoring  Square Roots

10.  Linear Equations and their applications  Linear Inequalities  Properties of Exponents and Scientific Notation  Polynomials and Factoring  Quadratic Equations and their applications  Lines and slopes and graphing linear equations  Linear Models  Introduction to Functions  Systems of Equations  Exponential and log functions (optional)

11.  Solving Equations  Graphing Equations  Writing equations of lines (emphasis on interpretation of slope and intercepts)  Functions (definition and notation)  Exponential Functions and models  Current Text: Fundamentals of Statistics- Custom Edition, 3rd edition, by Sullivan bundles with Elementary and Intermediate Algebra (Custom) by Lehman.

12. CoursePercent Retained %A-C DSPM 0850 Intermediate Algebra (2003- 2006) 65.1 Math 1000K Essentials of Mathematics (n = 2083) 80.566 Math 1010K Math for General Studies (n = 1290) 83.163 Math 1710K College Algebra (n = 2670)82.563 Math 1530K Applied Statistics (n = 216)89.8*73* *1530K was first offered in Fall 2011. This is two semesters’ worth of data.

13. A to CD,W,I, or F MATH 1010-K67.7%32.3% MATH 1010 (Non-K)64.7%35.3% MATH 1710-K62.2%37.8% MATH 1710 (Non-K)65.4%34.6% MATH 1010-K/1710-K combined 63.9%36.1% MATH 1010/1710 (Non-K) combined 65.2%34.8%

14. A to CD,W,I, or F MATH 1010-K61.1%38.9% MATH 1010 (Non-K)65.1%34.9% MATH 1710-K61.1%38.9% MATH 1710 (Non-K)62.6%37.4% MATH 1010-K/1710-K combined 61.2%38.8% MATH 1010/1710 (Non-K) combined 63.2%36.8%

15.  Reduces time/cost for completion  General Ed credit provided  Reduced stigma  Students complete general education mathematics requirements early thus increasing likelihood of earning bachelor’s degree (Adelman, 2006) Adelman, C. (2006). The toolbox revisited: Paths to degree completion from high school through college. Washington, DC: U.S. Department of Education.

16.  Additional contact hours  Scheduling  More coordination required