The document discusses Ozarka College's efforts to redesign their technical mathematics pathways to improve student success rates. Key aspects of the redesign included integrating developmental and technical math, offering multiple pathway options based on student needs, and utilizing an emporium model with modularized and mastery-based curriculum. Outcomes of the redesign included increased student retention rates, higher completion rates of gateway courses, and more students completing technical math requirements in one semester compared to traditional models. The redesign also aimed to overcome challenges like communication, placement, advising and assessing outcomes. Next steps discussed expanding partnerships, continued data collection, and addressing financial aid and program completion impacts.

1. Creating New Pathways
to Success in
Technical Mathematics
Holly Ayers, Ozarka College

2. How Did We Get Started?
“Simply ask: how
would we do
things differently
if we put learning
first? Then do it.”
-Barr & Tagg
NCAT
Emporium
at Ozarka
College
Attendance
Policy and
Demographic
Tracking
Teaching
Vs.
Facilitating
Co-Enroll
Options
Course
Format
And
Lab Access
Technical
Math
Components
Outcomes
Assessment
Faculty
Inquiry

3. • Acceleration
• Integration: Developmental and Technical
• Multiple Pathway Options
• Decreased Cost to Student and Institution
• Best Practice Scaling
• Faculty Research/Inquiry
• Policy Development
Program Goals

4. • Acceleration of Math Pathways
• NCAT Emporium Model Utilization
• Modularization
• Mastery-Based
• Computer Lab Utilization
• Standardized Curriculum
• Technical Math/Developmental Math Integration
• Curriculum Alignment
Program Characteristics

5. Next Steps
Integrating Technical Math
 Technical Math Modules and Program Pathway Guidance
 Math for Allied Health
 Math for Business Technology
 Diagnostic testing to determine developmental needs prior to
technical math entry
 Multiple pathways for students in program transition
 Faculty Inquiry Team
 Student Participant Guide
 Course Exit Interview
 Advising Guide for Faculty
 Transcripting modules-completion and progress
 Outcomes Assessment

6. Challenges of Redesign
Communication
Marketing
Placement
Advising
Capturing the Data
Assessment of Outcomes
Culture Shift
Policy Issues
Institutional Buy-In

7. Adjusting to Student Needs:
Student Participant Guide
Student Information: Why, How, When
Student Expectations
Attendance Policy
Pacing Guides
 Foundations Module 1 or Both
 Foundations/College Algebra Co-enroll
 Math for Allied Health
 Math for Business Technology
Pathway Options
Open Exit Option

8. Adjusting to Student Needs:
Exit Interview
 Goals
 Determine “why” and “when” students withdraw
 Build appropriate support mechanisms for student success
 Components
 Review of individual goals
 Review of individual progress
 Identification of resources for referral
 Advising for program completion/consequences of withdraw/pathway options
 Assessment
 Retention
 Persistence
 Degree Completion
 Academic and Student Support Services Collaboration

9. Adjusting to Institutional Barriers:
Advising Guide for Faculty
Math for Business
Technology
BTMA1033
 This is a redesigned course that replaces the Math with Business Applications course and allows students to
successfully complete transitional math and business math within the same semester.
 Math for Business Technology is broken down into 2 modules: Module 1 is chapters 1-7 of Foundations of
Math, and Module 2 is 5 chapters of business-focused math.
 Math for Business Technology is a self-paced course with instructor assistance in a computer lab environment.
 Individualized tutoring in-class by the instructor is the main approach to assisting the student through
troublesome topics. Students that run into no problems with the topics are encouraged to work ahead of pace.
Successful Completion  Students must complete both modules in order to pass Math for Business Technology.
 A grade of ‘F’ is assigned if both modules are not completed by the end of the semester.
 Students must complete all assigned sections in a chapter, then take the chapter test. Students must make
70% or above to be considered passing that test.** However, a final grade of minimum 80% is required to
pass the course.
Math for Allied Health
AHMA1033
 This is a redesigned course that allows students to successfully complete transitional math content and
nursing math within the same semester.
 Math for Allied Health is broken down into 2 modules: Module 1 is chapters 1-7 of Foundations of Math and
Module 2 is 6 chapters of nursing-focused math.
 Individualized tutoring in-class by the instructor is the main approach to assisting the student through
troublesome topics. Students that run into no problems with the topics are encouraged to work ahead of pace.
Successful Completion  Students must complete both modules in order to pass Math for Allied Health.
 A grade of ‘F’ is assigned if both modules are not completed by the end of the semester. Students must
complete all assigned sections in a chapter, then take the chapter test. Students must make 90% or above to
be considered passing that test.
 Students must pass the final exam with a 90% or above to pass the course.

10. Placement: Pre-Redesign
Placement
Scores
Semester 1 Semester 2 Semester 3
ACT: 0-17 or
COMPASS:
Pre-Alg 0-99
PCMA0003 PCMA0013
NRSG1213 or
MATH1103
PCMA0013
NRSG1213 or
MATH1103
ACT: 16+
COMPASS: Pre-
Alg 36+
NRSG1213

11. Overcoming Barriers:
Redesign Placement
Placement
Scores
Semester 1
ACT: 0-17 or
COMPASS: Pre-
Alg 0-99
BTMA1033
AHMA1033
ACT: 16+
COMPASS: Pre-
Alg 36+
NRSG1213

12. Overcoming Barriers:
Placement Pathways Options
Pathways:
Math Course
Completion
Model
PCMA0033
Module 1
Completion
MATH1213
Quantitative Literacy
Re-Enroll in
PCMA0033 to
Complete Module 2
MATH1203
College Algebra
PCMA0033 and
College Algebra
Co-Enroll
PCMA0033
Module 1 & 2
Completion
Math 1203
College Algebra
MATH1213
Quantitative Literacy
BTMA1033 or
AHMA1033
Technical Math
Math 1213
Quantitative Literacy
PCMA0033-Mod 2
College Algebra Co-
Enroll
NRSG1213
Math for Nurses

13. Overcoming Barriers:
Advising and Transfer
 Transcripting developmental and technical modules
Student Mid-term Mid-Term Progress Final Final Progress
Student Name
A
B
C
D
F
Complete DE Module 1
Complete DE Module 2
Co-Enroll Qualified
Complete BT Math
Complete AH Math
A
B
C
D
F
Complete DE Module 1
Complete DE Module 2
Co-Enroll Qualified
Complete BT Math
Complete AH Math

14. Overcoming Barriers:
Course Level Outcomes, Attendance, Demographics and Early Alerts

15. GETTING RESULTS
REDESIGN IMPACT: Technical Math
Student Program Retention:
29% Increase
Gateway Course Completion in 2 semesters
(*Students Requiring Remediation):
33.43%-Traditional, 86.6% Redesign
Gateway Course Completion in 1 semester
(*Students Requiring Remediation):
0% Traditional, 56.6% Redesign

16. Next Steps:
Overcoming Barriers
Technical and Transfer Partnership
Retention and Persistence Data
Financial Aid Considerations
Supporting Technical Program Competencies
Shifting the “Technical/Vocational Culture”
Supporting Program Completion-Unintended Outcomes

17. Q & A?
Holly Ayers-Division Chair
Math, Science and Education
Ozarka College
hayers@ozarka.edu
870-368-2040