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BRIDGING THE MATHEMATICS GAP 
IN SOUTHERN OHIO 
Kr ista Maxson, Ph.D. 
Shawnee State Universi ty 
U s i n g D a t a t o I n f o rm P o l i c y , P r a c t i c e , a n d T e a c h e r S u c c e s s I C o l umb u s , O H I O c t o b e r 1 , 2 0 1 4
 Col laborating on Economic Success in Appalachia (COESA) 
 2011 
 Summer Bridge Program 
 2012 
 M.S. Mathematics 
 Pilot 2012 
 Dual Enrol lment Access in Mathematics using the Fl ipped 
format to Increase Student Achievement (DEAMFISA) 
 2014 
2 
STEPS TAKEN
COESA OVERVIEW 
3-year project—one of 14 consortia funded in 
2011 by ODE High School-Higher Ed Alignment 
Program. 
3 IHE Partners 
 Shawnee State University - mathematics 
 Southern State Community College – science 
 Ohio University Southern Campus (Ironton) - English
 Align high school course expectation with higher 
education placement expectations in first year, non-remedial 
coursework to ensure seamless ar ticulation 
and transfer 
 Provide services to the Appalachian Region through 
college access and success strategies 
4 
COESA GOALS
 First generation college student (mostly) 
 No AP or advanced high school coursework 
 No concept of college life 
5 
COESA FOCUS ON “MIDDLE 60%”
 Content alignment conversations (Fall 2011) 
 Math graduation requirement - 4 credit hours 
 Middle 60% 
 Senior transition course (AY 2011/2012) 
 SSU faculty lead – Dr. Krista Maxson 
 5 high school teachers from Lawrence County 
 Vanessa Collins – South Point H.S. 
 Ruth Hopkins – Ironton St. Joseph H.S. 
 Andy Lovejoy – Symmes-Valley H.S. 
 Susan Higgins – Dawson Bryant H.S. 
 Nichole Hicks – Ironton City 
6 
SHAWNEE STATE UNIVERSITY 
MATHEMATICS
Mathematical Expectations for College and Career 
Readiness (2011) 
 Common Syllabus 
 “Adaptive” learning sof tware – ALEKS 
 Implementation 
 South Point – Vanessa Collins (AY 2012/2013 - present) 
 Collins Career Center – Francis Mathews and Jamie Harper 
(AY 2013/2014) 
7 
SENIOR TRANSITION COURSE
8 
SUMMER BRIDGE PROGRAM 
 Summer 2012 
 June orientation 
 Sponsored by SSU Development Foundation and Fluor -B&W 
 Approximately 20% of students participated 
 Moved from mandatory to optional program following summers 
 Completion rates in mathematics have increased over the past 3 years 
63.90% 
57.14% 
50.99% 
13/14 
12/13 
11/12 
SSU First –time Freshman pass rate
 Development 
 Summer 2012 – Piloted 3 graduate courses with support from 
Ohio Board of Regents – 10 students 
 Revised (2012-2013) from a traditional master’s program 
offered in blended format to one designed to specifically meet 
needs of target audience 
 Approved by Regents Advisory Committee for Graduate Studies 
(RACGS) on November 22, 2013 and HLC May 12, 2014 
 Admitted first official cohort of 22 students summer 2014 
 Eight remaining pilot cohort members on schedule to complete 
degree summer 2015. 
9 
M.S. MATHEMATICS
10 
M.S. MATHEMATICS
 Summer classes 
 Blended format 
 Online limited courses during the academic year 
 Culminating Experience 
11 
ACCESSIBLE MASTER’S
What did you learn? 
 H.S. teachers do not have the academic freedom shared by 
university faculty 
 Very few H.S. teachers in our area hold the credentials to 
offer dual enrollment courses 
 The Magic Wand 
 All high schools staffed with teachers holding a master’s in 
the content able to offer dual enrollment courses 
12 
COESA EVALUATION 
SPRING 2013
 Dual Enrollment Access in Mathematics using the 
Flipped format to Increase Student Achievement 
(DEAMFISA) 
 The primary goal of DEAMFISA is to increase the achievement of high 
school students in the Southern Appalachian region of Ohio by giving 
them the opportunity to learn Mathematics at a college level through 
"flipped" dual enrollment courses. 
 The secondary goal is to increase the number of dual credit 
opportunities in the region by supporting area math teachers seeking 
to earn the credentials to offer dual credit courses with the resources 
necessary to start the Master's in mathematics program at Shawnee 
State University 
13 
STRAIGHT-A-FUND
 Twenty teachers from thir teen districts 
14 
DEAMFISA 
Teacher District Teacher District 
Ralph Jonas Eastern Local (PIKE) Julie Horn Portsmouth City 
Aaron McCann Adams County/Ohio Valley Local Tiffany Allen Minford Local 
Travis Bradford Washington-Nile Local Ruth Hopkins Ironton St. Jo 
Evan Maxson Washington-Nile Local Bobby Krauss Manchester Local 
Ashley Davis Northwest Local Jessica Fairley Hillsboro City 
Steven Seidel New Boston Local Sarah Barney Portsmouth City 
Vanessa Seidel New Boston Local Jennifer Mitchel Portsmouth City 
Jimmy Bailey New Boston Local Michelle Forbes Western Local 
Kayla Tackett New Boston Local Dawn Rose Dawson-Bryant Local 
Melissa Gibson Green Local Andy Lovejoy Dawson-Bryant Local
 Received tuition and books associated with the summer 2014 
Ma t h Ma s te r’ s c o u r s e s a t S h awn e e St a te U n i ve r sit y ( 3 c o u r s e s 
= 9 credit hours) 
 Received approximately $2000 wor th of tools (tablet, 
sof tware, etc. ) associated with the fl ipped learning approach 
 Received $1500 stipend to work with a team of teachers 
under the guidance of faculty at SSU to create col lege 
mathematics courses including videos, assignments, activities 
and assessments for use in the fl ipped classroom 
 Par ticipated in the Professional Development on the fl ipped 
classroom approach to teaching 
15 
PARTICIPATING TEACHERS
 Eight SSU mathematics faculty 
 Received $3,000 stipend to work with teachers to create 
col lege mathematics courses including videos, assignments, 
activities and assessments for use in the fl ipped classroom 
 Received approximately $2000 wor th of tools (tablet, 
sof tware, etc. ) associated with the fl ipped learning approach 
 Par ticipated in the Professional Development on the fl ipped 
classroom approach to teaching 
16 
DEAMFISA 
Phil Blau, Ph.D. David DeSario, Ph.D. 
Doug Darbro, Ph.D. John Whitaker, Ph.D. 
Jennifer McKinney Preston Nichols, Ph.D. 
Krista Maxson, Ph.D. Heather Waugh
 Foundations of Flipped Learning – (Pearson and Fl ipped 
Learning Network) 
 Four self-paced online modules 
 All-day workshop 
17 
FLIPPED CLASSROOM P.D. 
Read more about the four guiding principles on 
the FLN Research page. 
Read more about the blended course and purchase 
it now from Pearson.
18 
DEAMFISA KICK-OFF 
JANUARY 30, 2014
 Four teams made up of five H.S. teachers and two 
SSU faculty 
 Video’s, assignments/activities and assessments 
 Four follow-up days 
 1st Follow up day scheduled no later than week of February 23rd 
 2nd Follow up day scheduled no later than week of March 23rd 
 3rd Follow up day scheduled no later than week of April 20th 
 4th Follow up day scheduled no later than week of May 11th 
19 
DEVELOPMENT OF COURSES
 Courses of fered in a blended format 
MATH 5610 – Mathematical Analysis 
MATH 5300 – Number Theory 
MATH 5500 – Regression I 
 Enrollment and completion 
 17 of the 20 teachers qualified for enrollment 
 15 of the 17 successfully completed the coursework and 
are offering dual enrollment courses at their high schools 
20 
GRADUATE COURSES
 Forty-two new dual -enrollment courses of fered 
AY2014/2015 
 16 College Algebra 
 10 Trigonometry 
 10 Principles of Statistics 
 6 Calculus 1 
 591 non-distinct students enrolled in 1815 credit 
hours of college-level mathematics courses 
21 
DUAL ENROLLMENT
22 
DUAL ENROLLMENT 
Dual Enrollment in Mathematics Among 
Nine Districts for 2013/2014 and 2014/2015 
0 0 0 0 0 0 0 
4 
0 
12 
24 
15 
22 
26 
131 
55 
152 
42 
160 
140 
120 
100 
80 
60 
40 
20 
0 
District A District B District C District D District E District F District G District H District I 
2013/2014 2014/2015
COESA 
M.S. Math 
DEAMFISA 
23 
BIG PICTURE 
Senior 
Transition 
Credentialed 
Teachers 
Dual 
Enrollment 
Flipped 
Classroom 
Summer 
Bridge 
Faculty-teacher network
 
24 
COESA ADVICE NETWORK 
2013 2014
25 
COESA INFORMATION EXCHANGE 
2013 2014
26 
DEAMFISA INFORMATION EXCHANGE 
Initial stage of development Implementation stage
 Flipped course completion 
 Blackboard issues 
 Housing of videos 
 Master’s completion 
 Cost of completing degree 
 Financial aid – loan forgiveness 
Moving teachers 
 Adds and drops 
 Data gathering across K-12/Higher Education 
27 
DEAMFISA CHALLENGES/LESSONS
Summer 1 (9) 
 MATH 5610 - Mathematical Analysis I (3) 
 MATH 5500 - Regression I (3) 
 MATH 5300 - Number Theory (3) 
Fall 1 (5) Spring 1 (5) 
 MATH 5620 - Mathematical Analysis II (3) 
 MATH 6610 – Quantitative Methods I (2) 
 MATH 5210 - Abstract Algebra I (3) 
 MATH 6620 – Quantitative methods II (2) 
Summer 2 (6) 
 MATH 5220 - Abstract Algebra 2 (3) 
 MATH 6500 - Regression II (3) 
Fall 2 (5) Spring 2 (5) 
 MATH 6500 - Regression II – (3) 
 MATH 6996 - Research I (2) 
 MATH 5400 - Probability I (3) 
 MATH 6997 - Research II (2) 
Summer 3 (1) 
 Research III (1) 
28 
M.S. MATHEMATICS 
CURRICULUM REVISION
29 
LOOKING FORWARD 
 Continue to seek funding to 
 Support credentialing of teachers 
 Review and improve flipped content
QUESTIONS? 
KMAXSON@SHAWNEE.EDU 
connect@oerc.osu.edu |oerc.osu.edu

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Bridging the Mathematics Gap in Southern Ohio

  • 1. BRIDGING THE MATHEMATICS GAP IN SOUTHERN OHIO Kr ista Maxson, Ph.D. Shawnee State Universi ty U s i n g D a t a t o I n f o rm P o l i c y , P r a c t i c e , a n d T e a c h e r S u c c e s s I C o l umb u s , O H I O c t o b e r 1 , 2 0 1 4
  • 2.  Col laborating on Economic Success in Appalachia (COESA)  2011  Summer Bridge Program  2012  M.S. Mathematics  Pilot 2012  Dual Enrol lment Access in Mathematics using the Fl ipped format to Increase Student Achievement (DEAMFISA)  2014 2 STEPS TAKEN
  • 3. COESA OVERVIEW 3-year project—one of 14 consortia funded in 2011 by ODE High School-Higher Ed Alignment Program. 3 IHE Partners  Shawnee State University - mathematics  Southern State Community College – science  Ohio University Southern Campus (Ironton) - English
  • 4.  Align high school course expectation with higher education placement expectations in first year, non-remedial coursework to ensure seamless ar ticulation and transfer  Provide services to the Appalachian Region through college access and success strategies 4 COESA GOALS
  • 5.  First generation college student (mostly)  No AP or advanced high school coursework  No concept of college life 5 COESA FOCUS ON “MIDDLE 60%”
  • 6.  Content alignment conversations (Fall 2011)  Math graduation requirement - 4 credit hours  Middle 60%  Senior transition course (AY 2011/2012)  SSU faculty lead – Dr. Krista Maxson  5 high school teachers from Lawrence County  Vanessa Collins – South Point H.S.  Ruth Hopkins – Ironton St. Joseph H.S.  Andy Lovejoy – Symmes-Valley H.S.  Susan Higgins – Dawson Bryant H.S.  Nichole Hicks – Ironton City 6 SHAWNEE STATE UNIVERSITY MATHEMATICS
  • 7. Mathematical Expectations for College and Career Readiness (2011)  Common Syllabus  “Adaptive” learning sof tware – ALEKS  Implementation  South Point – Vanessa Collins (AY 2012/2013 - present)  Collins Career Center – Francis Mathews and Jamie Harper (AY 2013/2014) 7 SENIOR TRANSITION COURSE
  • 8. 8 SUMMER BRIDGE PROGRAM  Summer 2012  June orientation  Sponsored by SSU Development Foundation and Fluor -B&W  Approximately 20% of students participated  Moved from mandatory to optional program following summers  Completion rates in mathematics have increased over the past 3 years 63.90% 57.14% 50.99% 13/14 12/13 11/12 SSU First –time Freshman pass rate
  • 9.  Development  Summer 2012 – Piloted 3 graduate courses with support from Ohio Board of Regents – 10 students  Revised (2012-2013) from a traditional master’s program offered in blended format to one designed to specifically meet needs of target audience  Approved by Regents Advisory Committee for Graduate Studies (RACGS) on November 22, 2013 and HLC May 12, 2014  Admitted first official cohort of 22 students summer 2014  Eight remaining pilot cohort members on schedule to complete degree summer 2015. 9 M.S. MATHEMATICS
  • 11.  Summer classes  Blended format  Online limited courses during the academic year  Culminating Experience 11 ACCESSIBLE MASTER’S
  • 12. What did you learn?  H.S. teachers do not have the academic freedom shared by university faculty  Very few H.S. teachers in our area hold the credentials to offer dual enrollment courses  The Magic Wand  All high schools staffed with teachers holding a master’s in the content able to offer dual enrollment courses 12 COESA EVALUATION SPRING 2013
  • 13.  Dual Enrollment Access in Mathematics using the Flipped format to Increase Student Achievement (DEAMFISA)  The primary goal of DEAMFISA is to increase the achievement of high school students in the Southern Appalachian region of Ohio by giving them the opportunity to learn Mathematics at a college level through "flipped" dual enrollment courses.  The secondary goal is to increase the number of dual credit opportunities in the region by supporting area math teachers seeking to earn the credentials to offer dual credit courses with the resources necessary to start the Master's in mathematics program at Shawnee State University 13 STRAIGHT-A-FUND
  • 14.  Twenty teachers from thir teen districts 14 DEAMFISA Teacher District Teacher District Ralph Jonas Eastern Local (PIKE) Julie Horn Portsmouth City Aaron McCann Adams County/Ohio Valley Local Tiffany Allen Minford Local Travis Bradford Washington-Nile Local Ruth Hopkins Ironton St. Jo Evan Maxson Washington-Nile Local Bobby Krauss Manchester Local Ashley Davis Northwest Local Jessica Fairley Hillsboro City Steven Seidel New Boston Local Sarah Barney Portsmouth City Vanessa Seidel New Boston Local Jennifer Mitchel Portsmouth City Jimmy Bailey New Boston Local Michelle Forbes Western Local Kayla Tackett New Boston Local Dawn Rose Dawson-Bryant Local Melissa Gibson Green Local Andy Lovejoy Dawson-Bryant Local
  • 15.  Received tuition and books associated with the summer 2014 Ma t h Ma s te r’ s c o u r s e s a t S h awn e e St a te U n i ve r sit y ( 3 c o u r s e s = 9 credit hours)  Received approximately $2000 wor th of tools (tablet, sof tware, etc. ) associated with the fl ipped learning approach  Received $1500 stipend to work with a team of teachers under the guidance of faculty at SSU to create col lege mathematics courses including videos, assignments, activities and assessments for use in the fl ipped classroom  Par ticipated in the Professional Development on the fl ipped classroom approach to teaching 15 PARTICIPATING TEACHERS
  • 16.  Eight SSU mathematics faculty  Received $3,000 stipend to work with teachers to create col lege mathematics courses including videos, assignments, activities and assessments for use in the fl ipped classroom  Received approximately $2000 wor th of tools (tablet, sof tware, etc. ) associated with the fl ipped learning approach  Par ticipated in the Professional Development on the fl ipped classroom approach to teaching 16 DEAMFISA Phil Blau, Ph.D. David DeSario, Ph.D. Doug Darbro, Ph.D. John Whitaker, Ph.D. Jennifer McKinney Preston Nichols, Ph.D. Krista Maxson, Ph.D. Heather Waugh
  • 17.  Foundations of Flipped Learning – (Pearson and Fl ipped Learning Network)  Four self-paced online modules  All-day workshop 17 FLIPPED CLASSROOM P.D. Read more about the four guiding principles on the FLN Research page. Read more about the blended course and purchase it now from Pearson.
  • 18. 18 DEAMFISA KICK-OFF JANUARY 30, 2014
  • 19.  Four teams made up of five H.S. teachers and two SSU faculty  Video’s, assignments/activities and assessments  Four follow-up days  1st Follow up day scheduled no later than week of February 23rd  2nd Follow up day scheduled no later than week of March 23rd  3rd Follow up day scheduled no later than week of April 20th  4th Follow up day scheduled no later than week of May 11th 19 DEVELOPMENT OF COURSES
  • 20.  Courses of fered in a blended format MATH 5610 – Mathematical Analysis MATH 5300 – Number Theory MATH 5500 – Regression I  Enrollment and completion  17 of the 20 teachers qualified for enrollment  15 of the 17 successfully completed the coursework and are offering dual enrollment courses at their high schools 20 GRADUATE COURSES
  • 21.  Forty-two new dual -enrollment courses of fered AY2014/2015  16 College Algebra  10 Trigonometry  10 Principles of Statistics  6 Calculus 1  591 non-distinct students enrolled in 1815 credit hours of college-level mathematics courses 21 DUAL ENROLLMENT
  • 22. 22 DUAL ENROLLMENT Dual Enrollment in Mathematics Among Nine Districts for 2013/2014 and 2014/2015 0 0 0 0 0 0 0 4 0 12 24 15 22 26 131 55 152 42 160 140 120 100 80 60 40 20 0 District A District B District C District D District E District F District G District H District I 2013/2014 2014/2015
  • 23. COESA M.S. Math DEAMFISA 23 BIG PICTURE Senior Transition Credentialed Teachers Dual Enrollment Flipped Classroom Summer Bridge Faculty-teacher network
  • 24.  24 COESA ADVICE NETWORK 2013 2014
  • 25. 25 COESA INFORMATION EXCHANGE 2013 2014
  • 26. 26 DEAMFISA INFORMATION EXCHANGE Initial stage of development Implementation stage
  • 27.  Flipped course completion  Blackboard issues  Housing of videos  Master’s completion  Cost of completing degree  Financial aid – loan forgiveness Moving teachers  Adds and drops  Data gathering across K-12/Higher Education 27 DEAMFISA CHALLENGES/LESSONS
  • 28. Summer 1 (9)  MATH 5610 - Mathematical Analysis I (3)  MATH 5500 - Regression I (3)  MATH 5300 - Number Theory (3) Fall 1 (5) Spring 1 (5)  MATH 5620 - Mathematical Analysis II (3)  MATH 6610 – Quantitative Methods I (2)  MATH 5210 - Abstract Algebra I (3)  MATH 6620 – Quantitative methods II (2) Summer 2 (6)  MATH 5220 - Abstract Algebra 2 (3)  MATH 6500 - Regression II (3) Fall 2 (5) Spring 2 (5)  MATH 6500 - Regression II – (3)  MATH 6996 - Research I (2)  MATH 5400 - Probability I (3)  MATH 6997 - Research II (2) Summer 3 (1)  Research III (1) 28 M.S. MATHEMATICS CURRICULUM REVISION
  • 29. 29 LOOKING FORWARD  Continue to seek funding to  Support credentialing of teachers  Review and improve flipped content