Redesign of remedial math instruction from traditional classroom to emporium model where students work independently on computers and complete modules to prepare for college algebra.
Enhancing Primary Mathematics learning using assessment practices: an initiat...inventionjournals
ABSTRACT : This paper attempts to study two important aspects: (1) To foster the skills for quality assessment in mathematics among prospective teachers. (2) To explore the extent to which these practices helped in improving quality of learning as well as teaching. The study has been done in MCD primary schools from class II to V with the involvement of pre-service B.El.Ed teachers, during their primary school internship in 4th year. The study comprises four phases, In the first phase, authors did a survey of the assessment practices that have been followed in these schools. Second phase comprised making student-teachers aware of the assessment practices going on in the schools, reviewing it critically, orienting them to prepare assessment profiles of their students. In the third Phase, students implemented these assessment practices in their respective classes for around three months under the supervision of authors. The final phase allowed a discussion with student-teachers and analysed the feedback of pre-service teachers as how these assessment practices helped them to take up decision regarding teaching as well as students‟ progress in understanding the concepts. Findings revealed that these assessment practices helped interns to monitor and modify their pedagogy. Further, Responses of the students in the assessment tasks improved progressively. However, some of the Interns faced many challenges related to recording individual progress, to assess through students responses while teaching as it became difficult for them to interpret individual responses.
Confidence is key: a successful approach to teaching statisticsLearningandTeaching
Teaching statistics has increasingly been regarded as a complex mission to accomplish as it consists of many different mathematical components with many variables. Despite extensive research work in developing education in statistics, this discipline still requires significant improvement in how it is taught. Most students at university have a lack of interest in undertaking statistics courses due different factors - some of them are related to teaching techniques and others are related to method of assessment.
In these slides, Saad Odeh presents an effective teaching technique in statistics developed by SIBT teachers. Rather than enabling the cohort by providing them with extra help to progress in statistics, the idea was to improve their confidence when they do the major assessment, 'the final exam'.
QAA Modelling and Managing Student Satisfaction: Use of student feedback to ...Bart Rienties
To what extent are institutions using insights from NSS and institutional surveys to transform their students’ experience?
What are the key enablers and barriers for integrating student satisfaction data with QA and QE
How are student experiences influencing quality enhancements
What influences students’ perceptions of overall satisfaction the most? Are student characteristics or module/presentation related factors more predictive than satisfaction with other aspects of their learning experience?
Is the student cohort homogenous when considering satisfaction key drivers? For example are there systematic differences depending on the level or programme of study?
Enhancing Primary Mathematics learning using assessment practices: an initiat...inventionjournals
ABSTRACT : This paper attempts to study two important aspects: (1) To foster the skills for quality assessment in mathematics among prospective teachers. (2) To explore the extent to which these practices helped in improving quality of learning as well as teaching. The study has been done in MCD primary schools from class II to V with the involvement of pre-service B.El.Ed teachers, during their primary school internship in 4th year. The study comprises four phases, In the first phase, authors did a survey of the assessment practices that have been followed in these schools. Second phase comprised making student-teachers aware of the assessment practices going on in the schools, reviewing it critically, orienting them to prepare assessment profiles of their students. In the third Phase, students implemented these assessment practices in their respective classes for around three months under the supervision of authors. The final phase allowed a discussion with student-teachers and analysed the feedback of pre-service teachers as how these assessment practices helped them to take up decision regarding teaching as well as students‟ progress in understanding the concepts. Findings revealed that these assessment practices helped interns to monitor and modify their pedagogy. Further, Responses of the students in the assessment tasks improved progressively. However, some of the Interns faced many challenges related to recording individual progress, to assess through students responses while teaching as it became difficult for them to interpret individual responses.
Confidence is key: a successful approach to teaching statisticsLearningandTeaching
Teaching statistics has increasingly been regarded as a complex mission to accomplish as it consists of many different mathematical components with many variables. Despite extensive research work in developing education in statistics, this discipline still requires significant improvement in how it is taught. Most students at university have a lack of interest in undertaking statistics courses due different factors - some of them are related to teaching techniques and others are related to method of assessment.
In these slides, Saad Odeh presents an effective teaching technique in statistics developed by SIBT teachers. Rather than enabling the cohort by providing them with extra help to progress in statistics, the idea was to improve their confidence when they do the major assessment, 'the final exam'.
QAA Modelling and Managing Student Satisfaction: Use of student feedback to ...Bart Rienties
To what extent are institutions using insights from NSS and institutional surveys to transform their students’ experience?
What are the key enablers and barriers for integrating student satisfaction data with QA and QE
How are student experiences influencing quality enhancements
What influences students’ perceptions of overall satisfaction the most? Are student characteristics or module/presentation related factors more predictive than satisfaction with other aspects of their learning experience?
Is the student cohort homogenous when considering satisfaction key drivers? For example are there systematic differences depending on the level or programme of study?
Engineering students focus on the courses based on their desire to master and utilize them in the world of work. The faculty should focus on the instructional design to meet the career needs of the students.
Satisfaction surveys have increasingly been used as a proxy for student learning in higher education, for example in the UK’s teaching excellence framework. However, in this keynote I will critically discuss this practice using OU data on 111,256 students on 151 different modules. Significantly higher student satisfaction was found in modules in which students received large amounts of learning materials and worked through them individually, than in courses where students had to collaborate and work together. However, the best predictor for whether students actually passed the module was whether there were collaborative learning activities, such as discussion forums and online tuition sessions. In fact, no relations were found between student satisfaction scores and academic performance in those modules. Therefore, during the keynote I will discuss whether or not we should actually listen to students’ feedback, and if yes which students’ voices we should adhere to.
Engineering students focus on the courses based on their desire to master and utilize them in the world of work. The faculty should focus on the instructional design to meet the career needs of the students.
Satisfaction surveys have increasingly been used as a proxy for student learning in higher education, for example in the UK’s teaching excellence framework. However, in this keynote I will critically discuss this practice using OU data on 111,256 students on 151 different modules. Significantly higher student satisfaction was found in modules in which students received large amounts of learning materials and worked through them individually, than in courses where students had to collaborate and work together. However, the best predictor for whether students actually passed the module was whether there were collaborative learning activities, such as discussion forums and online tuition sessions. In fact, no relations were found between student satisfaction scores and academic performance in those modules. Therefore, during the keynote I will discuss whether or not we should actually listen to students’ feedback, and if yes which students’ voices we should adhere to.
A presentation to the Board of Higher Education at their meeting on April 28, 2015 by:
- Dr. Carlos Santiago, Senior Deputy Commissioner for Academic Affairs at the Department of Higher Education
- Dr. Leslie Bolinger Horton, Dean of School of Math & Science at Quinsigamond Community College
- Dr. Maura Mast, Associate Vice Provost of Undergraduate Studies at UMass Boston
- Dr. Karin Vorwerk, Professor and Chair of the Department of Mathematics at Westfield State University
by Kevin Li, Dean of Instruction at City Colleges of Chicago's Wilbur Wright College
This modularized, accelerated developmental mathematics program was awarded funding from Next Generation Learning Challenges (NGLC) to scale the program.
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
AEFLA program directors conference july 2013cccscoetc
Presentation to the directors explaining the new design
Math – pathways at the developmental level
Algebra, Non-Algebra (statistics and math for liberal arts), Non-transfer (career math, clinical calculations)
College Composition and Reading (formerly reading and English), Integrated disciplines, Tiers of student support in classrooms
Breaking barriers in Developmental Education for NC3ADLasmajstrla
As colleges across the nation embark on new paths for accelerating academic readiness for college-bound students, educators are defining new approaches to help learners maximize valuable resources -time, money, and motivation- in pursuit of degree and certificate completion. From co-requisites to assessment prep to program-specific review, hear how colleges nationwide and specifically Central Piedmont CC are leveraging EdReady.org, a personalized learning tool from the non-profit NROC Project.
Presenter(s): Angie Smajstrla (NROC) and Bruce Johnson (Central Piedmont Community College)
The Vision Project Performance Incentive Fund (PIF) is designed to support innovative work that will advance the Vision Project goal for Massachusetts to achieve national leadership in public higher education. Quinsigamond Community College reports on their progress in improving developmental math education with the assistance of PIF funding since FY2012. Presented by Dr. Leslie Bolinger Horton, Dean for the School of Math & Science at Quinsigamond Community College, to the Massachusetts Board of Higher Education on March 18, 2014.
Developmental Education in Colorado presentation for Colorado Council on Hig...cccscoetc
Presentation from Colorado Community College System's Bitsy Cohen and Tamara White for the Colorado Council on High School/College Relations Conference Dec. 2013
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Remedial math redesign final
1. Remedial Math Redesign:
Improving Success in College Algebra
Presented by:
Dr. David G. Underwood
2. Arkansas Legislative Mandate
Students scoring less than 19 on the
mathematics section of the ACT Examination
must be remediated in mathematics.
3. Arkansas Math Remediation Rate - Fall 2012 *
• 38.4% for all public colleges (two and four-year)
• 25.5% for the public, four-year institutions
• 38.3% for the public, four-year institutions **
*Reported by the Arkansas Department of Higher
Education (ADHE)
**Adjusted with “selective” schools (University of
Arkansas and Arkansas State University) removed
4. Context – Arkansas Tech University
First Generation College Students – More than 50%
Some Type Financial Aid – 95.4%
Pell Grant Eligible – 61%
Graduation Rate – 40.2%
Math Remediation Rate Fall 2012 - 40%
5. ATU’s Approach to Math Remediation
Two-step process
• MATH 0802 (Beginning Algebra) for students
scoring 16 or below on Math ACT
• MATH 0903 (Intermediate Algebra) for students
earning 17 or 18 on Math ACT
Very Traditional Approach
• Students attend a mathematics class
• Teachers provide lecture and homework
• Students take traditional exams throughout
semester
6. ATU Performance
• First-time, Full-time, Degree-Seeking -
Fall 07 Cohort through 2010
• Success = Earned C or Better
Course %
Successful
%
Unsuccessful Total
MATH0803 67.6 32.4 1272
MATH0903 58.6 41.4 997
MATH1113 68.8 31.2 2265
7. ATU Performance (Continued)
• Over two-thirds, 67.6%, of the poorest
students are successful in their mathematics
course (MATH 0803).
• Likewise, more than half of the next best
students are successful (58.6%)
• Students who scored high enough to enter
directly into MATH 1113, College Algebra,
have a 68.8% success rate.
8. Big Picture
• It is easy to focus on the courses as discrete
entities and overlook the larger picture of
what the student must accomplish to
ultimately be successful. In order to graduate
from college, the students who begin in MATH
0803 or MATH 0903 must ultimately complete
MATH 1113 with a grade of “C” or better.
9. Big Picture – Successful Completion
Keeping the goal in mind – completing MATH 1113
• Students who successfully completed MATH 0803 -
only 43.9% were successful in MATH 0903.
• Students who were successful in MATH 0903 after
competing MATH 0803 - only 23.2% were
successful in completing MATH 1113.
• Students who started in, and successfully
completed MATH 0903, a total of 74% were
successful.
10. Big Picture - Casualties
• Of 2,269 in the 2007-2010 Remedial Cohort -
only 668 (29.4%) successfully completed the
college algebra course required for an
opportunity to complete most college degree
programs.
11. Math Remediation Redesign Project
• During 2011, the Arkansas Department of
Higher Education (ADHE) received a grant
from the Bill and Melinda Gates Foundation,
under the auspices of Complete College
America (CCA).
• Goal: to assist institutions to redesign how
remedial courses are taught to improve
success rates and reduce time to degree.
12. Math Remediation Redesign Begins
• The associate vice president for academic affairs
was designated to lead the effort on campus.
• His first task after acceptance as one of the
volunteer institutions was to meet with faculty
members in the mathematics department who
have a history of teaching both remedial
mathematics and college algebra to discuss the
opportunity and seek volunteers to work on the
redesign.
13. Volunteers
Five full-time faculty members volunteered
• Kristi Spittler-Brown,
• Terre Taylor,
• Susan Jordan,
• Jessie Hogan, and
• Jamie King
14. Early Decisions
1. Because the goals were to improve success
as well as reduce time to degree completion,
the institution would no longer use a two-step
remediation process. To that end, MATH
0803 would be deleted from the course
listings and all students requiring
remediation would be enrolled in MATH
0903.
15. Early Decision (Continued)
2. The redesigned course would be developed
using the Emporium model (based on work
originally completed several years ago by
Virginia Tech) rather than the traditional
approach of lecture and testing. (See also,
The National Center for Academic
Transformation NCAT)
16. Emporium Model
• The decision to use the Emporium model was a
result of meeting with experts in that model
identified by our Complete College America
liaison and reviews of the literature regarding the
benefits of a course redesign
• The expert most frequently used was Dr. Loretta
Griffy from Austin Peay University and many of
the ideas implemented were a direct result of Dr.
Griffy’s experience in completing her own
redesign at Austin Peay.
17. Redesign Continues
• Two classrooms were converted from lecture
to computer based. Once identified, each
classroom was set up with 44 personal
computers.
• At the same time, the working group of faculty
was deciding the most appropriate
instructional platform to use and identifying
the key components of a modular approach to
teaching developmental math.
18. Software Selected
• Pearson’s MyMathLabPlus was selected as the
software platform
– could be adapted to the modular approach,
– provided testing capacity,
– allowed immediate feedback, and
– offered targeted homework problems (based on
the types of procedures with which the student
was experiencing difficulty)
19. Textbook Selection
• Faculty selected Pearson’s custom textbook
option to develop “Beginning & Intermediate
Algebra Guided Notebook”.
• The faculty chose this option to allow the
book to seamlessly follow the modules they
were developing.
20. Eight Modules Developed
1. Real Numbers and Algebraic Expressions
2. Linear Equations and Inequalities in One
Variable
3. Graphs and Systems of Linear Equations
4. Exponents and Polynomials
5. Factoring Polynomials
6. Radicals and Rational Exponents
7. Solving Non-Linear Equations
8. Functions
21. Requirements to Take Credit Courses
• Successfully completing the first 6 modules
would allow the student to enter MATH 1003
(College Mathematics), a credit course for
non-STEM majors.
• Successfully completing all 8 modules allows
the student to enter into MATH 1113 (College
Algebra).
22. Completion of Modules
• Completion of a module is a two-step process.
– Pass MyMathLabPlus Modular Test with 70% or
Better and
– Pass Faculty-Developed Module Tests also with
70% or Better
• In any class meeting, students attending will
be at working on various levels of the
modules.
23. “Working at Own Pace”
• Not same as “working at your own pace”.
Goals must be set to ensure the student
continues to make progress.
• Not all students will complete all modules in
one semester. This becomes a very interesting
grading issue and also directly relates to
financial aid.
24. Grading & Financial Aid Implications
• To avoid grading/financial aid issues include
Financial Aid and Registrar’s Personnel on
Team
• Needed New Grading System
– Successful Completion = Regular Grade
– Grade for Successful Progress (completion of at
least 3 modules during the semester)
• Financial Aid allows 2 semesters to complete
all modules
25. Implementation Date
• CCA Grant Called for Implementation Fall 2012
• AVPAA Strongly Recommended Summer 2011
1) the summer has fewer students enrolled in
remedial mathematics, and
2) when a new program is implemented it is rare for
it not to have unforeseen consequences,
problems, etc. It is better to identify problems
with smaller numbers of students involved.
26. Summer 2011 Results – Prior to Redesign
• During summer I and II of 2011, 45 students
were enrolled in remedial math.
• Of the 45 students, 33 students (73%)
disappeared.
• Meaning they did not complete the remedial
course and they did not enroll in a math course for
the fall semester.
• Only 15 (33%) students passed the course.
27. Summer 2012 Results – Post Redesign
• During Summer I and II of 2012, 41 students were
enrolled in the new emporium model math course.
• Of those 41 students, only 4 (10%) disappeared *
*all 4 students were making satisfactory progress when they
left
• A total of 37 (90%) passed the course or were making
satisfactory progress at the end of the semester
– A total of 22 (53.7%) passed the course to enter either
college algebra or college math.
– A total of 15 students made satisfactory progress and re-enrolled
in the course for the fall semester.
28. Fall 2011 & 2012 Results
• In fall 2011 - 590 students were in
remediation and 353 of those were successful
for a success rate of 59.8%.
• In fall 2012 - 588 students were in
remediation and 410 were successful for a
success rate of 69.7%
29. Spring Results: Before & After Redesign
• A total of 133 students who were successfully
remediated during the spring before the
redesign, subsequently enrolled in college
algebra. A total of 69 were successful for a rate
of 51.9%.
• A total of 83 students who were remediated in
spring after the redesign and subsequently
entered college algebra and 64 of those were
successful for a success rate of 77.1%
30. Conclusions
• The data we have collected demonstrate that
approximately 10% more students are
successfully remediated in the new method
versus the old (69.7% compared to 59.8% ).
• Those who are remediated under the new
method are much more likely to be successful in
college algebra (77.1% compared to 51.9%).
• The numbers are encouraging and we will
continue to monitor the results of the change.
Editor's Notes
The expectation was that the student would first pass MATH 0803 and then enter MATH 0903 where they would gain more advanced skills in preparation for MATH 1113, the first college credit course required for most majors.
However, this still does not convey the full picture in terms of human casualties.
These numbers appear low because many of the remediated students either entered college math instead of college algebra, or postponed college algebra to a future semester, or dropped out for reasons other than math.